tag:blogger.com,1999:blog-4895152235549835242024-03-15T22:12:16.492-03:00Academia de Inglés Anglo-Saxon.Centro de Preparación para las Certificaciones Internacionales de Inglés ECCE, ECPE, Michigan, MET Go! y MYLE de la Universidad de Michigan. Preparación para los exámenes TOEFL IBT, TOEFL ITP y ALCPT. Cursos de inglés para Organismos Públicos, Empresas y Público en General. Profesores certificados por el TOEFL IBT, ECCE, MET, Oxford PT, TKT y Trinity. Metodología 100% comunicativa. Clases personalizadas y grupales. Calle Borgoño 259, Magisterio. Tel. 582431617. Arica, Chile.Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comBlogger188125tag:blogger.com,1999:blog-489515223554983524.post-87496142172879094692023-11-26T01:15:00.003-03:002023-11-26T01:15:22.201-03:00Network Standard. NETWORK STANDARD. A variety of PRONUNCIATION supposedly favoured by radio and television announcers on US national network broadcasts, in effect a pronunciation without any features easily recognizable as characteristic of any region or social group. Thus, most Americans are rhotic (that is, they pronounce r where it is spelled); its non-pronunciation (except before vowels) is characteristic of eastern New England, New York City, and the South. Consequently, network STANDARD is rhotic. Similarly, it neither diphthongizes the vowel of caught, as in the South, nor pronounces it long and tense, as in parts of the Northeast. On the other hand, in some regions of the US caught and cot are distinct in pronunciation (typically with a rounded vowel in the first and an unrounded vowel in the second); in other regions, they are HOMOPHONES. However, the different treatments of these words are not perceived as regional features by Americans; consequently, both options are appropriate for network standard. Because many national TV announcers have tried to avoid regionally identifying language, their homogenized speech has been given the name Network standard. The word standard is, however, misleading because it suggests a more formally recognized variety than exists. Network standard is the closest American analogue to British RECEIVED PRONUNCIATION, but it is a distant one. It is best defined negatively as an AmE variety that has no regional features, does not mark class, is not learned collectively in childhood, and has never been institutionalized or set up as a pronunciation model.
Source: https://www.encyclopedia.com/humanities/encyclopedias-almanacs-transcripts-and-maps/network-standard
Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-6339071085546245202023-11-26T01:11:00.006-03:002023-11-26T01:13:56.130-03:00General American<div style="text-align: justify;">GENERAL AMERICAN. [Introduced by George P. Krapp in The English Language in America, 1924]. Short forms GA, GenAm. A term sometimes employed to refer to ‘a form of U.S. speech without marked dialectal or regional characteristics’ (OED Supplement) but one ‘no longer in technical use’ (The Random House Dictionary of the English Language, 1987). It was denounced by Hans Kurath in his review of Krapp's book, but has continued to be used in some scholarly and many popular treatments of AMERICAN ENGLISH, often subtractively to refer to whatever is left once various ‘regions’ have been described: usually NEW ENGLAND, NEW YORK, and SOUTHERN. Although there may have been some justification before 1945 for presuming uniformity elsewhere in the US, the term began to diminish in popularity once the complexity of AmE began to be understood. In revising MENCKEN's The American Language, Raven I. McDavid accounted for Mencken's use of the term by noting: ‘In the last thirty years research for the L[inguistic] A[tlas] has shown that the so-called “General American” area is really made up of two major dialects’ (1967). Some scholars outside the US continue to use the term, specifically to refer to a norm of PRONUNCIATION: for example, J. C. Wells, in both Accents of English: Beyond the British Isles (1982, p. 470) and the Longman Pronunciation Dictionary (1990).</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Source: https://www.encyclopedia.com/humanities/encyclopedias-almanacs-transcripts-and-maps/general-american</div>Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-76246230212605597412023-11-26T01:03:00.006-03:002023-11-26T01:03:33.024-03:00STANDARD ENGLISH<div style="text-align: justify;"><b>STANDARD ENGLISH</b> A widely used term that resists easy definition but is used as if most educated people nonetheless know precisely what it refers to. Some consider its meaning self-evident: it is both the usage and the ideal of ‘good’ or ‘educated’ users of English. A geographical limitation has, however, often been imposed on this definition, such as the usage of educated people in Britain alone, England alone, of southern England alone, or the usage of educated people in North America and Britain generally. Others still find STANDARD English at work throughout the English-speaking world. For some it is a monolith, with more or less strict rules and conventions; for others it is a range of overlapping varieties, so that standard AmE is distinct from but similar to standard BrE. Although for some the term is negative, for most it appears to be either neutral or positive, referring to something important: ‘Standard English (by whatever name it is known) is the variety of English that is manifestly recognised in our society as the prestigious variety’ ( Sidney GREENBAUM, in English Today 18, Apr. 1989).</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>A minority form</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Some commentators regard standard English as a convenient fiction, like the law; others see it as a thoroughly inconvenient fiction built on social élitism and educational privilege. Even the distinction in writing between Standard English with two capital letters and standard English with only one implies that the form may be viewed as more or less institutional. It is generally agreed that standard English contrasts (often strongly) with other kinds of English, but there is no consensus about the best way of describing and discussing this contrast: for example, as between ‘standard’ and ‘dialect’, ‘standard’ and ‘nonstandard’, or ‘standard’ and ‘substandard’, or some mix of these. It is also usually agreed that standard English is a minority form. Some consider that this has always been so and probably always will be so; others see standard English as a social and political good to which all citizens of English-speaking countries have a birthright and/or should aspire; others again are less certain, or are hostile to the concept. The precise proportion of users of standard English to users of other kinds is not known, and may not be knowable; it is also seldom discussed. Even so, however, there appears to be a consensus that such a form exists, and serves (or should serve) as the basis for public and private education in English-speaking countries and in English-medium schools elsewhere.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>A general definition</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">In everyday usage, standard English is taken to be the variety most widely accepted and understood within an English-speaking country or throughout the English-speaking world. It is more or less free of regional, class, and other shibboleths, although the issue of a ‘standard accent’ often causes trouble and tension. It is sometimes presented as the ‘common core’ (what is left when all regional and other distinctions are stripped away), a view that remains controversial because of the difficulty of deciding where core ends and peripheries begin. Linguists generally agree on three things: (1) The standard is most easily identified in print, whose conventions are more or less uniform throughout the world, and some use the term print standard for that medium. (2) Standard forms are used by most presenters of news on most English-language radio and television networks, but with regional and other variations, particularly in accent. (3) Use of standard English relates to social class and level of education, often considered (explicitly or implicitly) to match the average level of attainment of students who have finished secondary-level schooling.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>A negative definition</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">In ‘What is Standard English?’ (RELC Journal, Singapore, 1981), the British applied linguist and language teacher Peter Strevens sought to establish the nature of standard English by saying what it was not:</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">(i) It is not an arbitrary, a priori description of English, or of a form of English, devised by reference to standards of moral value, or literary merit, or supposed linguistic purity, or any other metaphysical yardstick—in short, ‘Standard English’ cannot be defined or described in terms such as ‘the best English,’ or ‘literary English,’ or ‘Oxford English,’ or ‘BBC English.’(ii) It is not defined by reference to the usage of any particular group of English-users, and especially not by reference to a social class—‘Standard English’ is not ‘upper class English’ and it is encountered across the whole social spectrum, though not necessarily in equivalent use by all members of all classes.(iii) It is not statistically the most frequently occurring form of English, so that ‘standard’ here does not mean ‘most often heard.’(iv) It is not imposed upon those who use it. True, its use by an individual may be largely the result of a long process of education; but Standard English is neither the product of linguistic planning or philosophy (for example as exists for French in the deliberations of the Academie Francaise, or policies devised in similar terms for Hebrew, Irish, Welsh, Bahasa Malaysia, etc); nor is it a closely-defined norm whose use and maintenance is monitored by some quasi-official body, with penalties imposed for non-use or mis-use. Standard English evolved: it was not produced by conscious design.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>A standard accent?</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">In Strevens's view, the term standard English is valuable because it helps account for a range of distinctions and attitudes, offers a label for the grammatical and lexical components of the core taught to all students of the language, and constitutes the unifying element within the enormous diversity of the language. He argued strongly, however, that the standard applies to grammar, vocabulary, writing, and print, but not to accent (except as a pronunciation target in the teaching of English as a foreign language). However, although it is widespread among contemporary ‘liberal’ linguists, this view is relatively recent and is not universal. Use of the term to include, and specifically identify, an accent (and most commonly the accent known as RECEIVED PRONUNCIATION) has long been common and continues in use: US ‘The British version of standard English, RP, is the same for all speakers regardless of their place of origin’ ( W. Nelson Francis, The English Language: An Introduction, 1967); UK ‘Both CHAUCER and SHAKESPEARE rhymed cut with our present-day (southern) standard English put’ ( John Honey, Does Accent Matter?, 1989). See RECEIVED STANDARD ENGLISH. The question of whether standard English does, can, or ought to include norms of speech remains the most controversial of the many difficult issues associated with the term.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>An institutional definition</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The Kingman Report on the teaching of English in England and Wales, submitted to the British government in 1988, began with a statement defining standard English that presented the variety as virtually limitless in its reach yet closely bound to one medium:</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">All of us can have only partial access to Standard English: the language itself exists like a great social bank on which we all draw and to which we all contribute. As we grow older, and encounter a wider range of experience, we encounter more of the language, but none of us is ever going to know and use all the words in the Oxford English Dictionary, which is itself being constantly up-dated, nor are we going to produce or to encounter all possible combinations of the structures which are permissible in English …. It is important to be clear about the nature of Standard English. It developed from one of the Middle English dialects (East Midlands—the dialect first printed by Caxton) to become the written form used by all writers of English, no matter which dialect area they come from. It is the fact of being the written form which establishes it as the standard. And it is the fact of being the written form which means that it is used not only in Britain but by all writers of English throughout the world, with remarkably little variation.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Standards and the standard</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The figurative strength of the term standard English has been considerable. Just as there was at one time only one standard yard, kept in the capital as a measure against which all yards everywhere might be checked, so (by extension in the 19c) there was only one standard language, ‘kept’ in or near London for the ‘same’ purpose. Even after a war established the US as a separate centre of English, years passed before the British (and indeed many Americans) began to accept that government, writers, and publishers had set up a second centre and with it a second yardstick for the language. Even after 200 years, old ways of talking about the language die hard: ‘The British are quick to point out how different American English is from Standard English’ ( Mandy Loader, EFL Gazette, Apr. 1990). Despite the time lag and the confusion of terms, however, there appears to be little doubt that since at least the early 19c two yardsticks have existed for English, and that in principle more are possible, if not already actual.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>A standard of standards</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Among the objective indicators that a language or a variety of a language has a standard form are such artefacts as GRAMMARS and DICTIONARIES and such cultural achievements as a literary canon. It was taken to be proof positive of the success of French as a national and international language that by the end of the 17c it had all three. English had only achieved this status by the time the American colonies declared their independence. By the middle of the 19c, the US also had its grammars, its dictionaries, and its literary canon, although it took until the early 20c for many Americans to feel sure that ‘American English’ and ‘American literature’ were firmly established. In more recent times, Australia and Canada have produced national dictionaries and style guides, and have begun to acknowledge the extent and vitality of their literatures in English. In this, they appear to be experiencing afresh what happened in Britain and America. Some commentators favour the development and acceptance of various national standards: an indefinite number of distinct centres of gravity for a vastly complex world language. Others see such a plurality of ‘Standard Englishes’ as disruptive and disturbing. The paradox of the 1990s is the possibility that there can be, at one and the same time, a range of national standards and a single broadly recognizable international standard that subsumes them: a standard of standards. Even more than in the past, it is a creature born of consensus.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Source: https://www.encyclopedia.com/humanities/encyclopedias-almanacs-transcripts-and-maps/standard-english</div>Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-9189586590675634982023-11-26T00:34:00.001-03:002023-11-26T00:35:25.373-03:00Necessity-Contingency<div style="text-align: justify;"><@Ragtime^> In PART I we will discuss the basic meanings of "necessity" and
"contingency." For Descartes, thinking was contingent on existence. We will
discuss the conflict between necessity and liberty.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> In PART II we will discuss two modes of necessity that operate
within the sphere of the will and restrict its freedom. The first is the natural
necessity that the will should desire an ultimate end. The second is that
attaining an end involves satisfying certain means. We will shift from human
action to the action of inanimate bodies. We will discuss the relation between
necessity and causation in the most general terms.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> In PART III we will talk about God’s will. Does God will things to
happen necessarily, or does he will them to happen contingently? We will discuss
the modality of logic. If the proposition "the whole is not greater than the sum
of its parts" represents an impossible judgment, the the propostion " the whole
is greater than the sum of its parts" represents a necessary judgment.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> The basic meaning of the words necessity and contingency is made
known to us by the fact that we can substitute for them the familiar words must
and may.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "Is there any being which must exist?" asks the same question as,
"Does anything exist of necessity?"</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "Are all things of the sort which may or may not exist, or are they
divided into those which must exist and those which may or may not exist?" means
the same as, "Is everything contingent in being or do some things exist
necessarily and some contingently?"</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> The great issues which involve the opposition between necessity and
contingency are concerned with more than questions about being or existence.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> They also deal with cause and effect, judgment and reasoning,
happenings or events, the actions and decisions of men, human history and social
institutions.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> In each case, the problem is formulated by such questions as:</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Does everything which happens in nature or history happen
necessarily?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Or are some events necessary and others contingent?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Is the relation between cause and effect a necessary connection, or
do some causes produce their effects contingently?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Are there some propositions which the mind must affirm because their
truth is necessary?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Or all propositions such that they may or may not be true, or
affirmation or denial of them being contingent upon factors which lie outside
the propositions themselves?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> In reasoning, does the conclusion always follow by necessity from
the premises if it follows at all?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> And are all conclusions which follow necessarily from their premises
necessarily true, or may some be necessary truths and some contingent?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Are men necessitated in all their acts, or are certain actions
contingent upon the exercise of their will and in this sense free?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Does human liberty consist merely in the freedom of a man’s action
from the external necessity of coercion and contraint;</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Or does it consist in a man’s being able to choose whatever he
chooses, freely rather than necessarily?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Is every act of the will necessarily determined, or are some acts of
the will acts of free choice?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Are certain human institutions, such as the family and the state,
necessary?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Are men compelled to live socially or can they choose the solitary
life?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> If domestic and political society are necessary, are the ways in
which they are organized also necessary, or are such things as monogamy in the
family and monarchy in the state contingent?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Are such things as war, slavery, poverty, and crime necessary
features of human society, or are they the result of circumstances which are
contingent and which can therefore be remedied?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> These questions indicate the range of subject matters in which
issues are reised concerning the necessary and the contingent.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> They also indicate that the other ideas to which necessity and
contingency have relevance are too manifold to permit an enumeration of all the
other chapters in which some aspect of necessity and contingency is
discussed.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> This chapter stands to the others as a kind of summary of the theme
of necessity and contingency.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> It assembles in one place the various topics, problems, or subject
matters which traditionally engage the human mind and with that theme.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Two presentations alone demand specific mention as, in a sense,
being concerned with ideas that seem to be inseparable from the notions of
necessity and contingency.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> They are Fate and Chance.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Though they stand opposed to one another as the necessary to the
contingent, they do not cover every application of this opposition.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> They are largely concerned with necessity and contingency in the
realm of change, in the causation of the events of nature or the happenings of
history.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> They do not deal, at least not directly, with necessity and
contingency in being or existence, in thought or knowledge, in human acts and
social institutions.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> The necessary and the contingent do not seem to be opposed in
exactly the same way in each of the four areas—namely, being, change, thought,
and action—in which they raise basic issues.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> In the sphere of human action, for example, writers like Hobbes,
Locke, and Hume substitute the notion of liberty for contingency as the opposite
of necessity.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> The meaning of necessity alters in consequence.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Liberty, according to these authors, implies the absence not of all
necessity, but only of external necessity in the form of compulsion.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> An internal necessity, they think, is quite compatible with complete
freedom.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Hume therefore dismisses the supposed conflict between liberty and
necessity as groundless.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "By liberty," he writes, "we can only mean a poser of acting or not
acting, according to the determinations of the will; that is, if we choose to
remain at rest, we may; if we choose to move, we also may.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Now this hypothetical liberty is universally allowed to belong to
everyone who is not a prisoner and in chains . . . Liberty, when opposed to
necessity, not to constraint, is the same thing with chance; which is
universally allowed to have no existence."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Similarly, Locke defines liberty as a man’s power "to do or forbear
doing any particular action, according as its doing or forbearance has the
actual preference in the mind, which is the same thing as to say, according as
he himself wills it."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Liberty in this sense, he adds, belongs not to the will, the acts of
which are necessitated by their causes, but to the man who is under no external
necessity, in the form of compulsion, to do what is contrary to his will or to
refrain from doing what he wills.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Hobbes seems to go even further along the same line of thought.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Holding that liberty is destroyed only by external impediments to
action, he uses "necessity" in a sense which makes it consistent with liberty,
or inseparable from it.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "The actions which men voluntarily do," he says, "because they
proceed from their will, proceed from liberty; and yet, because every act of
man’s will, and every desire, and inclination, proceeds from some cause, and
that from another cause, in a continual chain (whose first link is in the hand
of God, the first of all causes), they proceed from necessity."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Yet if what Hobbes means by "external impediments" represents the
same nullification of liberty which others call "compulsion" or "restraint,"
then there is at least one meaning of "necessity" which stands opposed to
liberty.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Enumerating the meanings of "necessary," Aristotle lists as one
sense "the compulsory or compulsion, i.e., that which is contrary to impulse or
purpose . . . or to the movement which accords with purpose and with
reasoning."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> It is in a related sense that Plato opposes necessity to
intelligence.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Necessity represents for him those resistant factors in nature which
the mind of man or God must overcome, or persuade to give way, if reason or
purpose is to prevail in the coming to be of anything.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> In this sense, necessity like chance is opposed to purpose.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Blind necessity and blind chance both exclude the operation of final
causes; both exclude the possibility that the events of nature are directed
toward an end.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> In PART II we will discuss two modes of necessity that operate
within the sphere of the will and restrict its freedom. The first is the natural
necessity that the will should desire an ultimate end. The second is that
attaining an end involves satisfying certain means. We will shift from human
action to the action of inanimate bodies. We will discuss the relation between
necessity and causation in the most general terms.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> We seem to have found almost universal agreement on the point that
there is one sense in which necessity conflicts with liberty.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> But this agreement does not affect the issue whether liberty is more
than freedom from external coercion.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> There are those, like Aquinas, who think that man’s will is free in
its acts of choice with regard to "particular contingent means."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Aquinas agrees that what is called "necessity of coercion" is
"altogether repugnant to the will."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> The same act cannot be absolutely coerced and voluntary.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> But the question is whether the will’s acts are necessarily
determined by causes operating with the sphere of the will itself.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Aquinas names two modes of necessity which operate within the sphere
of the will and restrict its freedom.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> One is the natural necessity that the will should desire an ultimate
end, such as the complete good or happiness.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> If a man wills any object at all as the ultimate goal of his life,
he cannot will anything other or less than that which can satisfy all his
natural desires.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> The other necessity is that which concerns the use of those means
which are absolutely indispensable conditions for reaching the end being
sought.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> This may be an absolute or a conditional necessity.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> When the end is itself necessary (e.g., happiness), whatever means
are necessary thereto necessitate the will absolutely.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> When a certain end is not necessary, but has been freely adopted
(e.g., a certain destination), and when only one means is available (e.g., one
mode of transportation), then it becomes necessary to choose that means.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> But this necessity is conditional since it remains in force only on
the condition that we continue to have a certain end in view—an end we can
relinquish at any time as freely as we adopted it.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> According to Aquinas, this leaves a great many acts of the will
which are in no way necessitated: those in which there is no necessary
connection between the means and a given end, and those in which a given means
is necessary only on the condition that a certain end is sought.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> If the end need not be sought, then the will is free not to choose
the means of achieving it; and if, when the end is necessarily sought,
alternative means are available, then the will is free to choose one rather than
another.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> According to this theory, liberty consists in the absence of
internal as well as external necessity.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Furthermore, liberty seems to be related positively to contingency,
insofar as freedom of choice depends on a contingent connection between means
and ends, or upon the contingent, i.e., the conditional, character of the
end.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> On the other hand, those who hold that the will is never free from
internal necessity insist that the act of choice, even with respect to
contingent means, is always caused.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> If being caused is equivalent to being determined—which seems to be
the view of Hobbes, Locke, and Hume—then whether or not we know what causes a
particular choice, our wills are so determined that we could not have chosen
otherwise.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> The problem of the freedom of the will in relation to the causes
which determine its acts is considered in the presentation on Will.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> The foregoing discussion suffices here for the purpose of throwing
light on the meaning of necessity.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> If now we shit from human action to the realm of becoming, change,
or motion, we face the question of the relation between necessity and causation
in its most general form.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> In the realm of nature the alternatives to necessity are referred to
as "chance" and as "contingency."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> The significance of these alternatives depends on the theory of
causation.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> According to one opinion, every effect is necessarily determined by
its causes, and every cause necessarily produces certain effects.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Given the causal chain of past events leading up to the present,
every future event is necessarily determined.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Nothing that ever happens could happen otherwise.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Nothing happens contingently or by chance.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> This theory of causation is accordingly a doctrine of universal
necessity or absolute determinism in the realm of change.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "In nature," writes Spinoza, "there is nothing contingent, but all
things are determined from the necessity of the divine nature to exist and act
in a certain manner."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Though nothing which exists or happens in contingent, "God alone
exists from the necessity of His own nature and acts alone from the necessity of
His own nature."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> The divine necessity is therefore different from the necessity of
everything else which follows from the divine nature.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> One is the necessity of freedom or self-determination, the other the
necessity of compulsion, or determination by another.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "That thing is called free," says Spinoza, "which exists from the
necessity of its own nature alone, and is determined to action by itself
alone."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "That thing, on the other hand, is called necessary, or rather
compelled, which by another is determined to existence and action in a fixed and
prescribed manner."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Hume’s statement that there is "no such thing as Chance in the
world," would appear to agree with Spinoza’s denial of contingency.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> But Hume also seems to deny the perception of any necessary
connection between cause and effect.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> This is not to say that events happen without cause, but only that
"our ignorance of the real cause of any event has the same influence on the
understanding" as if nothing were necessarily determined by its causes.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "We are never able," Hume thinks, "to discover any power or
necessary connexion, any quality, which binds the effect to the cause, and
renders the one an infallible consequence of the other . . . One even follows
another; but we never can observe any tie between them."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "They seem conjoined, but never connected."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> " . . . Our idea, therefore, of necessity and causation arises
entirely from the uniformity observable in the operations of nature, where
similar objects are constantly conjoined together, and the mind is determined by
custom to infer the one from the appearance of the other."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "These two circumstances form the whole of that necessity, which we
ascribe to matter."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "Beyond the constant conjunction of similar objects, and the
consequent inference from one to the other, we have no notion of any necessity
or connexion."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> But the question remains whether in the order of nature itself
particular events are necessarily determined or happen contingently.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> The fact that we may be ignorant of real necessities does not, as
Hume seems to admit imply their non-existence.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Our saying it is only probable that the sun will rise tomorrow may
reflect our inadequate knowledge of causes rather than a real indeterminacy in
the order of nature.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> On the other hand, to say as Hume does that chance has no place in
nature, may mean only that "nothing exists without a cause of its existence,"
rather than whatever happens is necessarily determined by its causes.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> In PART III we will talk about God’s will. Does God will things to
happen necessarily, or does he will them to happen contingently? We will discuss
the modality of logic. If the proposition "the whole is not greater than the sum
of its parts" represents an impossible judgment, the the propostion " the whole
is greater than the sum of its parts" represents a necessary judgment.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> As indicated in the presentation on Chance, two things must be
distinguished here: the absolutely uncaused—the spontaneous or fortuitous—and
the contingently caused, or that which depends upon the coincidence of a number
of independent causes.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> A given condition may be necessary to produce a certain result, as,
for example, oxygen may be necessary for combustion.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> But by itself it may not be sufficient for the production of that
effect.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> If the maxim, "nothing exists without a cause of its existence,"
requires a cause or causes adequate to produce the effect, then the maxim is
equivalent to the principle of sufficient reason.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Whenever two or more causes, each of which may be necessary, are not
sufficient in separation, the existence of the effect depends upon their
combination; and the effect is contingent if the required combination of causes
is itself not necessarily caused.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> The issue concerning contingency in nature thus seems to be more
sharply stated when there is no reference to our knowledge or ignorance of
causes.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> On this issue, Aristotle and Spinoza appear to be more clearly
opposed to one another than Hume is to either.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> If things do not take place of necessity, "an event," according to
Aristotle, "might just as easily not happen as happen; for the meaning of the
word ‘fortuitous’ with regard to present or future events is that reality is so
constituted that it may issue in either of two opposite directions."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> For example, "a sea-fight must either take place tomorrow or not,
but it is not necessary that it should take place tomorrow, neither is it
necessary that it should not take place, yet it is necessary that either should
or should not take place tomorrow."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Though Aristotle holds that "one of the two propositions in such
instances must be true and the other false," he also insists that "we cannot say
determinately that this or that is false, but must leave the alternative
undecided."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Aristotle’s view with regard to propositions about future particular
events is that our judgments cannot be either true of false, not because of
insufficient knowledge on our part, but because future particulars are in
themselves always contingent.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Nothing in the nature of things or causes—existent in the past or
present—necessarily determines them to happen.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> They will occur only if independent causes happen to coincide.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Since these causes are independent—not determined to combination by
their natures—the coincidence will be a matter of chance, not of necessity.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> This theory of contingency, in the realm of change—involving an
affirmation of the real existence of contingent events—reaises problems for the
theologian concerning God’s knowledge and will.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Does the fact that nothing happens contrary to God’s will imply that
whatever happens happens necessarily?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Aquinas answers that "God wills some things to be done necessarily,
some contingently . . . Therefore, to some effects, He has attached necessary
causes that cannot fail; but to others defectible and contingent causes, from
which arise contingent effects . . . it being His will that they should happen
contingently."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Similarly, the fact that God knows all things infallibly does not
seem to Aquinas to be in consistent with the real contingency of some things.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> He explains that "whoever knows a contingent effect in its causes
only, has merely a conjectural knowledge of it."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> But "God knows all contingent things not only as they are in their
causes, but also as each one of them is actually in itself . . . Hence it is
manifest that contingent things are infallibly known by God, inasmuch as they
are subject to the divine sight in their presentiality; yet they are future
contingent things in relation to their own causes."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> This has a bearing on the difference between human and divine
apprehension of future contingent things.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "Things reduced to actuality in time," Aquinas declares, "are knows
by us successively in time, but by God they are known in eternity, which is
above time."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "Whence to us they cannot be certain, since we know future
contingent things only as contingent futures; but they are certain to God alone,
Whose understanding is in eternity above time."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "Just as he who goes along the road does not see those who come
after him; whereas he who sees the whole road from a height sees at once all
those travelling on it."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "Hence," Aquinas continues, "what is known by us must be necessary,
even as it is in itself; for what is in itself a future contingent cannot be
known by us."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "But what is known by God must be necessary according to the mode in
which it is subject to the divine knowledge . . . but not absolutely as
considered in its proper causes."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> It does not follow, therefore that everything known by God must
necessarily be; for that statement, according to Aquinas, "may refer to the
thing or to the saying."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "If it refers to the thing, it is divided and false; for the sense
is, Everything which God knows is necessary."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "If understood of the saying, it is composite and true, for the
sense is, This proposition, ‘that which is known by God is,’ is necessary."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> With regard to human knowledge, Aquinas makes another distinction in
answering the question whether man can have scientific or certain knowledge of
contingent things.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> If, as Aristotle seems to hold, the objects of knowledge necessary,
not contingent things, then the realms of contingency belongs to opinion,
conjecture, or probability.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Insofar as the particular events of nature are contingent, they
cannot be objects of scientific knowledge.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> But, according to Aquinas, "contingent things can be considered in
two ways: either as contingent or as containing some element of necessity, since
every contingent thing has in it something necessary; for example, that Socrates
runs in itself contingent; but the relation of running to motion is necessary,
for it is necessary that Socrates moves if he runs."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> The contingency that Socrates may or may not run does not alter the
hypothetical necessity that if he runs, he must move.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Unlike physics, other sciences may deal with absolutely necessary
things.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> That the objects of mathematics are of this sort seems to be an
opinion shared by James and Kant, Hume and Descartes, Plato and Aristotle.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> But they do not agree on whether the necessities of mathematics
belong to reality or have only ideal existence, i.e. whether they exist apart
from or only in the human mind.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> This issue is connected with another major issue concerning
necessity and contingency, namely, whether any realty has necessary
existence.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> As we have seen, those who discuss necessity and contingency in the
domain of human acts and natural events seem to construe these alternatives
differently, according as they conceive liberty and chance in terms of different
theories of causation.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> With regard to being or real existence, however, there seems to be a
common understanding of the alternatives, even among those who do not agree that
God alone is a necessary being because they think alone is a necessary being
because they think that this world is also determined to exist as a necessary
consequence of God’s existence.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> In the preceding discussions, one meaning of contingency, has
repeatedly appeared.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> The contingent is that which can be otherwise.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "That which cannot be othewise is necessarily as it is," writes
Aristotle, "and from this sense of ‘necessary’ all its other meanings are
somehow derived."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> This insight is sometimes expressed by the statemtnt that the
opposite of the necessary is the impossible, whereas the contingent—which is
neither necessary nor impossible—includes contrary possibilities.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> In logical analysis what is called the "modality of necessity" is
attributed to judgments the contradictories of which are self-contradictory;
e.g., if the proposition ‘the whole is not greater than any of its parts’
represents an impossible judgment, then the contradictory poposition ‘the whole
is greater than any of its parts’ represesents a necessary judgment.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> In contrast, as Hume points out, "that the sun will not rise
tomorrow is no less intelligible a proposition, and implies no more
contradiction than the affirmation that it will rise."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> These two propositions represent contrary possibilities.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> No matter which turns out to be true, the event could have been
otherwise.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> In logical analysis some complication seems to arise from the fact
that the necessary has two opposites: the impossible on the one hand, and the
possible or contingent on the other.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> This is usually clarified by the recognition that the possible is
the opposite of the impossible as well as of the necessary.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> In that sense of "possible" which excludes only the impossible, the
necessary is, of course, possible, for what is necessary cannot be
impossible.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> But in that sense of "possible" which contrary possibilities, the
possible excludes the necessary as well as the impossible.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> But in that sense of "possible" which implies contrary
possibilities, the possible excludes the necessary as well as the impossible.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "From the proposition ‘it may be’ it follows," according to
Aristotle, "that it is not impossible, and from that it follows that it is not
necessary; it comes about therefore that the thing which must necessarily be
need not be; which is absurd."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "But again, the proposition ‘it is necessary that it should be’ does
not follow from the proposition ‘it may be,’ nor does the proposition ‘it is
necessary that it should not be.’"</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "For the proposition ‘it may be’ implies a two-fold possibility,
while, if either of the two former propositions is true, the twofold possibility
vanishes."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "For if a thing may be, it may also not be, but if it is necessary
that it should be or that it should not be, one of the two alternatives will be
excluded."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "It remains, therefore, that the proposition ‘it is not necessary
that it should not be’ follows from the proposition ‘it may be.’ "</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "For this is true that also of that which must necessarily be."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Of the same thing we can say that it may be and that it may not be;
but we cannot say of the same thing both that it may be and that it must be, or
that it may not be and that it cannot be.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> As Aristotle traces the implications of these modes of ‘to be,’ we
see that may-be implies may-not-be, which contradicts must-be; and similarly
that may-not-be implies may-be, which contradicts cannot-be.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> When we pass from the analysis of propositions or judgments to the
consideration of being or existence, the situation is simpler.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Since the impossible is that which cannot exist, whatever does exist
must either be necessary or possible.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Here the necessary and the possible are generally understood to
exclude one another.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> The necessary is that which cannot not be, the possible that which
can not be.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> In spite of this common understanding of the alternatives, there are
basic differences among the authors of the great books in regard to the analysis
or demonstration of necessary being.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Aristotle, for example, tends to identify the possible with the
perishable—with that which both comes into being and passes away.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Those substances are necessary, in contrast, which are not subject
to generation and corruption.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Holding that the matter of celestial bodies differs from that of
terrestrial bodies with respect to the potentiality for substantial change,
Aristotle seems to regard the heavenly bodies are necessary beings, eternal in
the sense of always existing, even thought changeable in regard to place, i.e.,
subject to local motion.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> The changing things of this earth are all contingent in being, for
the mutability to which their matter inclines them includes coming to be and
passing away.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> This analysis of necessity and contingency in terms of matter’s
potentialities leads to another conception of necessary being—that of a totally
immutable being which has necessary existence because it lacks matter entirely
and, since it consists of form alone, is purely actual.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Whether or not there are for Aristotle substances other than the
prime mover which are necessary because they are immaterial beings, he
attributes pure actuality only to that one necessary being which is an unmoved
mover.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Aquinas seems to adopt both of Aristotle’s senses of "necessary
being."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> He treats the celestial bodies and the angels as having necessity to
the extent that they are immutable.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> But their immutability is limited in his opinion to the fact that
they are by nature imperishable—the celestial bodies because of their matter;
the angels because they are simple substances, not composed of matter and
form.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Since they are creatures they cannot be altogether immutable.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "All creatures," Aquinas writes, "before they existed, were
possible"—and in this sense contingent as regards their being, not necessary.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "As it was in the Creator’s power to produce them before they
existed in themselves," he continues, "so likewise is it in the Creator’s power
when they exist in themselves to bring them to nothing."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Furthermore, at every moment of their existence, their contingent
being depends uupon God’s power.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "God preserves them in being, Aquinas says, "by ever giving them
existence," for "if He took away His action from them, all things would be
reduced to nothing."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> In the strict sense then of "necessary being," no creature, but only
God, the uncreated being, is truly a necessary being—because in God alone
existence is identical with essence.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Only a being whose very essence it is to exist is incapable of not
existing; only such a being is necessary in the sense of being purely actual.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> All created things must be contingent, for if in their case to exist
belonged to their very natures, God could not have created them by causing their
natures to exist, nor when they did exist would His power be necessary to
sustain them in being.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Where Aquinas defines God’s necessity in terms of the identity of
essence and existence, Descartes and Spinoza tend to conceive God as necessary
because his essence is such that his existence follows from it.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> The difference may affect the meaning with which it is said that God
is uncaused or that God is self-caused.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "If its existence is caused," Aquinas writes, "nothing can be the
sufficient cause of its own existence."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> According to Descartes, to say that God is "cause of His own
existence . . . . merely means that the ineshaustible power of God is the cause
or reason why he needs no cause."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Descartes’ position seems to be that that which is self-caused in
the sense of having its existence determined by its own nature or essence, is
also uncaused in the sense that its existence is not caused by anything outside
itself.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "Existence," he writes, "is involved in the essence of an infinite
being, no less than the equality of its angles to two right angles is involved
in that of a triangle."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> But though this suggests the notion of God’s existence following
from His essence, Descartes also says that "in God existence is not
distinguished from essence."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> For Descartes as for Aquinas the basic point remains that that which
does not depend for its being upon any external cause, exists necessarily.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Descartes, furthermore, associates the necessary existence of an
independent being with that being’s infinity or perfection of nature.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> That which is conceived as infinite or perfect cannot be conceived
as lacking existence.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "The notion of possible or contingent existence," he says, "belongs
only to the concept of a limited thing."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Like Descartes, Spinoza conceives God as the only infinite and
immutable being which exists necessarily in the sense of being "that whose
essence involves existence,"</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> But unlike him Spinoza also attributes necessity in another sense to
every finite and mutable thing which God causes to exist; for in his view, God
not only exists necessarily but, acting from the necessity of His own nature,
God also necessitates whatever follows as a consequence of His action,</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> No other world than this is possible.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "Things could be produced by God," Spinoza writes, "in no other
manner and in no other order than that in which they have been produced."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Furthermore, since whatever is in God’s power "necessarily follows
from it, and consequently exists necessarily," it is impossible for this world
not to have existed.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> The existence of this particular world is as inseparable from God’s
existence as God’s own existence is inseparable from His essence or nature.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> In the tradition of western thought, there is, perhaps, no deeper
theological issue than that which opposes the freedom of God’s will to the
necessity of God’s acting according to His nature; and which, in consequence,
sets the possibility of other worlds (or even of no world at all) against the
necessity that, if God exists, this particular world inevitable follows.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Taking the other side on both points, Aquinas, for example, argues
that "since the goodness of God is perfect, and can exist without other things
inasmuch as no perfection can accrue to Him from them, it follows that His
willing things apart from Himself is not absolutely necessary."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> As for the particular features of this world, Aquinas says that
"since God does not act from natural necessity" nor from a will that is
"naturally of from necessity determined" to the things which exist, it follows
that "in no way at all is the present course of events produced by God from any
necessity, so that other things could not happen . . . "</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "Wherefore, we must simply say that God can do other things than
those He has done."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Other, and even better, worlds than this are possible, for "God
could make other things, or add something to the present creation; and then
there would be another and a better universe."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Nor does the Christian theologian admit that the divine nature is
subject to any necessity.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "We do not put the life of God or the foreknowledge of God under
necessity," writes Augustine, "if we should say that it is necessary that God
should live forever, and foreknow all things; as neither is His power diminished
when we say that He cannot die or fall into error—for this is in such a way
impossible to Him, that if it were possible for Him, He would be of less
power."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "But assuredly He is rightly called omnipotent, though He can
neither die nor fall into error."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "For He is called omnipotent on account of His doing what He wills,
not on account of His suffering what He wills not; for if that should befall
him, He would by no means be omnipotent."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> "Wherefore, He cannot do some things for the very reason that He is
omnipotent."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> One other traditional issue is raised by the conception of God as a
necessary being; or, more strictly, as the only necessary being in the sense of
having a nature which involves existence.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> It is formed by opposite views of the validity of the so-called
"ontological" or a priori argument for God’s existence.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Both Descartes and Spinoza argue, like Anselm and others before
them, that since God cannot be conceived as not existing, it is impossible in
fact for God to not exist.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Those who reject such reasoning do not deny that it is
unintelligible or self-contradictory to think of God as merely possible rather
than necessary, i.e., as requiring a cause outside Himself in order to exist.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Kant, for example, admits that existence must be included in the
conception of God as ens realissimum—the most real and perfect being.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> But he denies that the real existence of the object so conceived is
implied by the logical necessity of the conception itself.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> This amounts to saying that it is possible for a being we cannot
conceive except as existing not to exist.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Aquinas seems to make the same critical point when he says that even
if everyone understood by the word "God" something than which nothing greater
can be conceived and therefore a being necessarily existing, still it would not
follow that "he understands that what the word signifies actually exists, but
only mentally."</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Stated in its most general form, the problem is whether that which
is inconceivable by the human mind is impossible in reality; or whether that
which is logically necessary, or necessary in thought, is also necessary in fact
or existence.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> However that issues is resolved, it must be noted that among the
so-called a posteriori demonstrations of God’s existence, or arguments from the
existence of certain effects to the existence of their cause, one mode of
reasoning turns upon the distinction between contingent and necessary being.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> If contingent beings exist (as it is evident they do, from the
mutability and perishability of physical things), and if each contingent being
is by definition incapable of causing its own existence, and if one contingent
being cannot cause the existence of another, and if everything which exists must
have a cause for its existence, either in itself or in another; then from all
these premises it would seem to follow that a necessary being.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> Here the conclusion may follow with logical necessity from the
premises, but whether it is necessarily true depends upon the truth of the
premises.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> That in turn seems to depend upon the understanding of what it means
for anything to be contingent or necessary in being.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><@Ragtime^> It may also depend on whether or not the reasoning escapes Kant’s
criticism of all a posteriori arguments for the existence of a necessary being,
namely, that such reasoning always implicitly contains the ontological argument,
and is thereby invalidated.</div><div style="text-align: justify;"><br /></div>
Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-27480081876980556972023-10-17T14:55:00.004-03:002023-10-19T19:08:13.778-03:00Planning and time management (2)<b><span style="font-size: medium;">Modern Lifestyle</span></b><br /><br /><div style="text-align: justify;">The modern lifestyle has a number of advantages which includes easing peoples life, saving hundreds of peoples lives by the new development of medicine and vaccines. On the other hand different modern life style patterns have negative effects on health physically, psychologically, and socially. One of these modern ways of living is the high intake of fast foods. This is due to specific reasons such as the short time specified for eating and choosing healthy food. Lack of physical activity combination with fast foods leads to bad effects on the heart’s health. Use of high technology machines is another way of modernity. Although use of these machines has helped in saving the time to do a lot of tasks, the wrong use of them will indirectly affect health. Another point is the advanced transportation which reduces the time needed to travel and made travelling an enjoyable time. Last, is the use of computers and internet in the communication, transfer of information, and entertainment as well. Altogether will constitute the elements of a sedentary life style. That means, high fatty foods intake and lack of physical activity. Which both are caused by fast foods, depending on high technology machines and transportation, and sitting long hours in front of the computer.</div><br />
Link: https://www.ukessays.com/essays/sociology/modern-life-style-effects-sociology-essay.php<div><br /></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://youtu.be/dsAY1SebmNw" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="103" data-original-width="595" height="34" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_0KqwX9qUhXmiKik-2gh3r9zMSoonH7YyVAtDRA1kmSqXpFrL61dqtWMgzfJ09bYt7dmpt2n8seXn7Ji31c8OymFrHjs-UJue7qSKX87c9pDNVAWJDyRyRmatNnZnINzMoktI_CeaLW_uA-Mj-zn2w1puxB3mSdeFgQ4J1mwn3suX9izv3rS9U2cf83Mn/w200-h34/Listening.png" width="200" /></a></div><br /><div style="text-align: center;"><br /></div>Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-46784974066781777832023-10-01T23:12:00.002-03:002023-10-05T12:35:41.336-03:00Personal (2)<div style="text-align: justify;"><b><span style="font-size: medium;">Managing cultural diversity in the workplace.</span></b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Journal of Healthcare Materiel Management, 01 Jul 1993, 11(6):21, 24, 28 passim
PMID: 10126783.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Abstract</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Cultural diversity is a strength of the American work force. Due to the increasing cultural diversity in the workplace, organizations find it in their best interest to move beyond affirmative action to effective management to achieve higher employee retention and develops an employee cultural mix that better matches the mix of the available labor force and customer base. To manage a diverse work force, managers need to have the proper tools, training and evaluation and monitoring programs. Important initiatives to successful management of cultural diversity include eliciting support and commitment from the board of directors, the CEO and other top management; organizing subcommittees to research and monitor demographic changes to determine what the organization's goals should be and to decide what changes are to be made. Employees must be trained to be aware of prejudices and how to manage their own actions.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Source: https://europepmc.org/article/med/10126783</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://youtu.be/ozLuaIF7PgU" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="103" data-original-width="595" height="34" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3RyxH_wGxdELK-X42C0OUjWOj3ClUJW90E6gyJaB17RJ62z171Vddf7Ka4s7XGglB3422pbVcy6nvsO_0W9Zc_Olz9sB1FPI6drrt0K0YpG_wTGTgrkuM86PbgZOZVTwosSF2pNwWuQj3YI31ayMHnEeNMTOToyLet8UwYfpRCbYPHoSXhiP65jQOU993/w200-h34/Listening.png" width="200" /></a></div><br /><div style="text-align: center;"><br /></div>Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-29924863022589675702023-09-12T15:40:00.003-03:002023-09-12T15:40:22.085-03:00Objects (2)<div><h1 style="box-sizing: border-box; color: #222222; font-family: NexusSerifWebPro; font-size: 28px; font-weight: 500; line-height: 36px; margin: 0px 0px 5px; max-width: 700px;">Consumerism as an Ideology: a Critical Theory Perspective.</h1></div><div><br /></div><div style="text-align: justify;">This paper sets out to understand consumerism as a phenomenon of modern industrial society. Consumerism is here understood as a constitutive element of industrial capitalist economy. It is characterised fundamentally by commodification and the excessive preoccupation of society with the purchase of goods and services, spawned by the creation of unnecessary needs and excessive advertisements. Marketers entice consumers to increasingly purchase such commodities even though the need for such products may not necessarily exist. Thus consumerism can be understood ideologically as a practice in which the producers seek to dominate the consciousness of consumers, to a point where consumers are susceptible to the dominant forces of capital. Ultimately these forces threaten the autonomy of the individual, leading to the erosion of subjective individuality and authentic existence. On this basis, the paper argues that consumerism functions as an objectifying ideology of the capitalist class in bourgeois societies as it threatens and undermines individual autonomy. The paper will make use of Marcuse’s One-Dimensional Man in order to show the distortion of consciousness caused by consumer culture. Further to this, Erich Fromm’s Escape from Freedom will be drawn upon in order to provide the analysis of social conformity and show how politically passive characters are created in capitalist society. The paper will make use of critical theory as a theoretical framework within which to understand the social phenomenology of consumerism.</div><br />
Source: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4521075
<div><br /></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYka5dyKwkR1G5u13s1Oj6XH7DPno4FgUbUw0tXKnfHa5uQ0S7AjH8ndYvDJASyTaapwUOQvN_9nt2saHnAAvqGPM6m_YoOMNvgTAU0KrgdN2yNu_dBe-p13kUqZwWCA6XJYbqju0jc_AQlFs51YPSU3n4edWgRkoiMwIEMdq5dwnkRKTnDnTx-BX1nMuq/s595/Listening.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="103" data-original-width="595" height="34" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYka5dyKwkR1G5u13s1Oj6XH7DPno4FgUbUw0tXKnfHa5uQ0S7AjH8ndYvDJASyTaapwUOQvN_9nt2saHnAAvqGPM6m_YoOMNvgTAU0KrgdN2yNu_dBe-p13kUqZwWCA6XJYbqju0jc_AQlFs51YPSU3n4edWgRkoiMwIEMdq5dwnkRKTnDnTx-BX1nMuq/w200-h34/Listening.png" width="200" /></a></div><br /><div style="text-align: justify;"><br /></div>Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-76452832183045632892023-09-05T09:54:00.004-03:002023-09-07T19:20:25.843-03:00Media (2)<div style="text-align: justify;"><b><span style="font-size: medium;">AI in the media and creative industries</span></b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Thanks to the Big Data revolution and increasing computing capacities, Artificial Intelligence (AI) has made an impressive revival over the past few years and is now omnipresent in both research and industry. The creative sectors have always been early adopters of AI technologies and this continues to be the case. As a matter of fact, recent technological developments keep pushing the boundaries of intelligent systems in creative applications: the critically acclaimed movie "Sunspring", released in 2016, was entirely written by AI technology, and the first-ever Music Album, called "Hello World", produced using AI has been released this year. Simultaneously, the exploratory nature of the creative process is raising important technical challenges for AI such as the ability for AI-powered techniques to be accurate under limited data resources, as opposed to the conventional "Big Data" approach, or the ability to process, analyse and match data from multiple modalities (text, sound, images, etc.) at the same time. The purpose of this white paper is to understand future technological advances in AI and their growing impact on creative industries. This paper addresses the following questions: Where does AI operate in creative Industries? What is its operative role? How will AI transform creative industries in the next ten years? This white paper aims to provide a realistic perspective of the scope of AI actions in creative industries, proposes a vision of how this technology could contribute to research and development works in such context, and identifies research and development challenges.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Source: https://www.researchgate.net/publication/333041972_AI_in_the_media_and_creative_industries</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://youtu.be/8zEobaEihoM" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="103" data-original-width="595" height="34" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQsW5knXpVZ3amODfyyC1e1q1qtsJ3yZidFiYxKzxjH6SurykYGztWg1QmbGn_ribkY9nMle9JHfTGg_ei86fQPdyOSVQAjdrvp7-IXoWsErUgCia-z09l_pI1W2h90Fp0Km_pJnvDsAmuTp1pl5E1E217TXSsRQGW2SLfHlUxtBqvPwUNtvQG-MXvK0Zb/w200-h34/Listening.png" width="200" /></a></div><br /><div style="text-align: center;"><br /></div><div style="text-align: justify;"><br /></div>Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-30898477731215392012023-08-29T10:18:00.000-04:002023-08-29T10:18:18.070-04:00Geography YL (2).<div style="text-align: justify;">New Research Reveals When Plate Tectonics Might Stop.</div><div style="text-align: justify;">Author DR. ALFREDO CARPINETI. </div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Here are several things that make Earth unique in the solar system. Plate tectonics is among those features, but it won’t be a characteristic of our planet forever. Researchers estimate that, based on changes over the last 3 billion years, tectonics will cease to happen roughly 1.45 billion years in the future.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Plate tectonics is the slow but continuous movement of large segments of the Earth’s crust, which are known as plates. Some plates sink beneath the others, whereas some move apart and some collide. These movements are responsible for the creation of mountain chains, can cause disastrous earthquakes, and can form volcanos.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">It is unclear how tectonics started, but the potential for it to stop has been suspected for a while. In this latest work, published in the journal Gondwana Research, Cheng Qiuming from the China University of Geosciences tried to calculate when any major movements in the crust were likely to end.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">They constructed a model of how the mantle activities have changed in the past and tried to extrapolate what that tells us about the future. The study shows both the intensity and repetition of major activity below the crust in the mantle over the past few billion years. The researcher has interpreted this as a general trend of mantle cooling. In 1.45 billion years, the temperature of the mantle won’t be high enough anymore for it to flow. Without this internal motion, activities on the surface such as plate tectonics will cease.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Plate tectonics is the mechanism by which the interior of our planet blows off heat, hence why the mantle is slowly cooling over time. Without plate tectonics, it won’t just be a goodbye to volcanos and earthquakes, which we could certainly do without. It will also be a goodbye to mountains. The inexorable movement of plate against plate as it pushes the crust literally to higher and higher peaks. Without it, erosion will take over and over the course of a few million years, even the tallest chain will be nothing but rolling hills.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">But there will definitely somebody happy with this research. The weird person who started a change.org petition to stop plate tectonics.</div><div style="text-align: justify;"><br /></div>
Source: https://www.iflscience.com/new-research-reveals-when-plate-tectonics-might-stop-49325Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-16082979997985739872023-08-29T09:44:00.001-04:002023-08-29T09:44:07.073-04:00Language and Communication (2). <b><span style="font-size: medium;">The Role of Mass Media in Shaping Public Opinion.</span></b><br /><br />
The mass media and all media in general have a heavy influence and impact on individuals and society, as many people rely on the media as a source of information without even thinking whether it is true or not. Furthermore, the media is a very powerful weapon that can quickly change people's perspectives and beliefs in few minutes, for instance a news report concerning Israeli and Palestinian conflict many cover and focus only on one side of the story and ignore or fail to mention the other part which will make the viewer’s pity with one side and neglect the other side. Moreover, nowadays news presenters and commentators start giving their own opinions which is somehow positive but when it comes to sensitive subject they should be careful as many people take their opinions as the final truth as a result they maintain false idea regarding a certain topic. <div><br />
Source: https://www.researchgate.net/publication/343392876_The_Role_of_Mass_Media_in_Shaping_Public_Opinion#:~:text=Abstract,it%20is%20true%20or%20not. </div>Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-22388856422592797372023-08-22T15:14:00.006-04:002023-08-22T15:15:20.623-04:00Life Sciences (2).<div style="text-align: justify;"><b><span style="font-size: medium;">Characteristics of A Highly Intelligent Person</span></b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">A smart man makes a mistake, learns from it, and never makes that mistake again. But a wise man finds a smart man and learns from him how to avoid the mistake altogether.</div><div style="text-align: justify;">M Mahfujur Rahman, PhD</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">People with high IQ scores are called highly intelligent people. Can you guess what they have in common? Let’s read the signs of a highly intelligent person.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">They Are Highly Curious</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Curiosity is a sign of intelligence. In fact, if you’re curious about something, it’s probably because you’ve realized its importance or potential in some way. The desire to learn more about something comes from recognizing that what we know about an object is not enough for us to be able to fully understand it and use it effectively. For example, early humans were only able to use fire as a tool by observing the sparks created when two sticks rubbed together; they had no idea how these sparks worked or how they could harness their power until many years later when someone finally asked what caused them!</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">They Don’t Follow The Crowd</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The highly intelligent person is not afraid to stand out from the crowd. They are not afraid to be unpopular; they think for themselves and do things their own way, even when it means being different from everyone else.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">They Are Open-Minded</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">You’ve probably heard that having an open mind is valuable, but what does it mean to have an open mind and how can you develop one?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">An open-minded person is willing to consider new ideas and opinions. They’re able to listen carefully, evaluate evidence and make decisions based on facts rather than their own beliefs. Developing this skill requires practice in order to be successful at changing your thinking when faced with evidence contrary to your assumptions or beliefs. If a friend told you that the moon was made of green cheese, would you believe them? What if they provided proof by bringing out a crate full of samples from the moon? Would that change your mind about whether or not what they said was true?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">They Ask Questions.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Source: https://medium.com/illumination/characteristics-of-a-highly-intelligent-person-ad8f59fce2cc </div>Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-33836871524982245402023-08-22T14:43:00.007-04:002023-08-24T17:30:22.768-04:00Food (2)<div style="text-align: justify;"><span style="font-size: medium;"><b>What is gastronomy? An exploratory study of social representation of gastronomy and Mexican cuisine among experts and consumers using a qualitative approach</b></span></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Abstract</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The aim of this work was to explore, based on language of experts and consumers, how they define the concept of gastronomy and Mexican cuisine applying the Theory of Social Representation. Gastronomy has become very relevant in the recent years and numerous researches on the matter have been published. Likewise, gastronomy has become one of the main drivers for tourists to travel to a certain destination, such as Mexico, whose traditional cuisine has been included within the List of Intangible Cultural Heritage of UNESCO. This research was carried out in two phases: the first one through 22 semi-structured interviews with chefs who work in public and private schools of gastronomy in Mexico, and the second one through a convenience sampling in Central Mexico with a sample of 329 Mexican consumers. Information was obtained through Open-Ended questions, Word Association technique (WA) and Free Listing (FL) task. Interviews were recorded, transcribed and analyzed through content analysis. The words or terms obtained from the WA were grouped into categories by means of lemmatization process. Through FL, there were obtained the main foods, ingredients or dishes of Mexican cuisine and Cognitive Salience Index (CSI) was calculated. Results of this research establish that gastronomy is a complex concept and that the social representation of chefs and consumers are related with traditional and human aspects, sensory characteristics of foods, apart from techniques, methods and forms of food preparation. In this sense, the categories, foods, and ingredients that characterize Mexican cuisine are discussed based on the language of experts and consumers applying the Theory of Social Representation.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Source: https://www.sciencedirect.com/science/article/abs/pii/S0950329319309607</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Abstract</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Molecular gastronomy is a novel discipline within the food science area. Its main difference with the traditional food science and technology studies is its focus on kitchen restaurant and home kitchen levels. The collaboration among food scientists (food chemists, food engineers, sensory scientists, etc.) and innovative chefs led to the implementation of a new approach to cooking, often referred to as “science-based cooking” or “molecular cooking.” This implies implementing new techniques, tools, or ingredients borrowed from scientific laboratories. In parallel, a closer look at the kitchen led scientists to investigate phenomena or methods that are often ignored by food scientists. The difference between molecular gastronomy and conventional food science has been discussed in this chapter, with some examples related to studies on olive oil, sous-vide cooking, the use of liquid nitrogen and ultrasound treatment, as well as the technique called “spherification.” The importance of food pairing in haute-cuisine restaurants and for researchers in the area of sensory science has been highlighted, with the presentation of the theoretical/computational approach based on the so-called flavor network and reporting some results based on empirical laboratory-based studies. The negative outcome of these investigations proves the difficulties of simplifying such a complex system, in which odor, taste-active compounds, texture, and other factors interact, and additional complexity is added by cooking itself. Also, the final consumers’ experience depends on other factors such as the dish presentation and their general expectations.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Source: https://www.sciencedirect.com/science/article/abs/pii/B9780128200575000017#:~:text=Abstract,%2C%20sensory%20scientists%2C%20etc.)</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://youtu.be/9tZN4NQ-ezM" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="103" data-original-width="595" height="34" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgdwOyIRx2K1Usl6GLoc6wYdOKd3d76Ox5-Wo6omqa-_4gy4Jtg5OAsXqnRU8Dfb5PvDceJnJ9hGRwiw_wH9NxVYxSOmR2_UtG52dj8aQeU1aoNesBpDrURa972Z8sqfUBYbsOrO7FD7toe3j1WTx3NsBp3r0x507pv_JE_vXolsIWTG07azHGKpoTIE-Z/w200-h34/Listening.png" width="200" /></a></div><br /><div style="text-align: center;"><br /></div><div style="text-align: justify;"><br /></div>Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-29865279996654309172023-08-15T20:30:00.003-04:002023-08-15T20:30:17.723-04:00Environment (2)<b><span style="font-size: medium;">Impact of Industrialization on Environment</span></b><br /><br /><div style="text-align: justify;">Impact of Industrialization on Environment OVERVIEW Centuries ago, when there was no active expanding of large cities and industries, nature was able to overcome pollution and keep air fairly clean without outside help. The wind and rain in the form of natural rescuers scattered gases and washed away the dust. However, with increasing industrialization and urbanization, the nature’s system cannot cope with pollution and clean the environment naturally. In comparison with volcanoes, hurricanes, forest fires and other natural disasters, people produce much more wastes that pollute the atmosphere.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Thus, the negative impact of industrialization and urbanization processes on the environment is drastic and quite far-reaching. Industrialization in the name of growth has loaded tremendous pressure on environment. Industrialization & environment in the developing countries tries to run hand to hand. But knowingly or unknowingly, industrialization ran faster without caring for environment to win the race. The pace of industrialization has increased several folds in last decade.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Since the beginning of 19th century people have begun to actively use natural resources and intervene in the sector of biosphere – a living part of our planet. Only for the last 100 years, the development of industry has resulted in industrial processes, negative consequences that people could not even predict. Cities with a population of one million or more appeared and their expansion cannot be stopped. This is the result of great inventions and achievements of mankind. Little by little, we have changed our atmosphere and its chemistry.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Nowadays factories are spread around the world and air pollution has become an integral part of our life. Effect: Industrial effluents: Effluent in the artificial sense is in general considered to be water pollution, such as the outflow from a sewage treatment facility or the waste water discharge from industrial facilities. Over 73 million days are lost annually due to water related diseases. An effluent sump pump, for instance, pumps waste from toilets installed below a main sewage line. Waste water treatment a plant, effluent that has been treated is sometimes called secondary effluent, or treated effluent.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">This cleaner effluent is then used to feed the bacteria in bio-filters. A thermal power station, the output of the cooling system may be referred to as the effluent cooling water, which is noticeably warmer than the environment. Effluent only refers to liquid discharge. Polluted air: Air pollution refers to the presence of chemical, biological, and particulate matter, and pollutants in the atmosphere around the living spaces. When inhaled, it affects the human biological system, and takes a toll on the quality of life, with the onslaught of a number of respiratory tract disorders.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">It is a condition triggered by the presence of air-borne pollutants in the air we breathe. These pollutants could either be the result of chemical emissions or the particulate material from biological waste. The condition has reached alarming proportions in the modern world, with large-scale industrialization and vehicle-emissions being the primary culprits. The pollutants that are air-borne cause a lot of harm to humans and animals, other than permanent damage to the natural environment. Effects of Air Pollution on Humans:</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Cardiopulmonary Disease, Pneumonia, Premature Mortality, Heart Attack, Asthma, Difficulty in Breathing, Wheezing and Coughing, Acute Vascular Dysfunction, Thrombosis / Thrombus Formation, Cystic Fibrosis etc. Noise pollution: Due to the growing noise pollution and industrialization, male birds have to change their tune. Basically, to be heard above the noise of modern day living, to communicate with female birds in hopes to get together and procreate, they often have to sing at a higher pitch.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The problem is this is becoming less appealing to the female birds, leaving scientists to worry about what this will eventually do to the mating and population of such birds. Greenhouse gas effect: The greenhouse effect is a process by which thermal radiation from a planetary surface is absorbed by atmospheric greenhouse gases, and is re-radiated in all directions. Since part of this re-radiation is back towards the surface and the lower atmosphere, it results in an elevation of the average surface temperature above what it would be in the absence of the gases.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Solar radiation at the frequencies of visible light largely passes through the atmosphere to warm the planetary surface, which then emits this energy at the lower frequencies of infrared thermal radiation. Infrared radiation is absorbed by greenhouse gases, which in turn re-radiate much of the energy to the surface and lower atmosphere. The mechanism is named after the effect of solar radiation passing through glass and warming a greenhouse, but the way it retains heat is fundamentally different as a greenhouse works by reducing airflow, isolating the warm air inside the structure so that heat is not lost by convection.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">As described above, World over, the industries are becoming increasingly concerned about achieving and demonstrating their environmental performance because of the growing compulsions from tough legislations and mounting public pressures. Environmental disasters such as Bhopal tragedy, Rhine pollution , Chernobyl disaster, acid rain damage ,Ozone Layer Depletion has led to growing public pressures on governments all over the world Which started imposing stringent legislation with severe penalties in environmental issues environmental & safety system.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">These standards do not lay down specific environmental performance criteria, these are system standards. Which describes the management of environment based on company’s environmental policy , objectives and targets defined on the basis of their significant environmental effects . Industry is becoming increasingly concerned about achieving and demonstrating sound environmental performance because of growing compulsions from stringent legislation and Mounting public pressure. There was a time, not long ago, when the harm caused in environment due to human and industrial activities was no body’s concern.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Pollutants affect not only living environment but also social, cultural, political and aesthetic values. In the recent years there is a growing alertness against this environmental pollution. On the one hand the advancements of science & Technology have added to the human comforts by giving us automobiles, electrical appliance better medicine, better chemical to control harmful insects and pest but on the Approach for Assessing Environment other hand they gave us a very serious problem to face pollution.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The continued increase in the pollution coupled with the industrial revolution has had the vital impact on natural resources. The resultant deterioration of environment and fast depletion of natural resources threaten the sustainability of economic development. One of the most pressing and complex challenges facing by our generation are to search out a workable synthesis between economic development and environmental behavior. So friends we need to compromise our needs to maintain a harmony between these two entities i. e. Industry & Environment.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Source: https://phdessay.com/impact-of-industrialization-on-environment/</div><div style="text-align: justify;"><br /></div><div style="text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisBO4sbx4KncHgXhkluAjCuyuLzy0Za8oLjtuYAs5YQxbfijdF36SyvSAzXwFN8Gh4_LUZ_DD9faRV-tPTIHoDe2zOpzs-9rcXoyQaFKwpfduGN_Rdj6bFjQLzhX-NxT8t9aNzQfLzy8IU28a60Crf81jjXdb0yJ5ibJLYN3O9V_vQe7UrZsfzjiC0otW3/s595/Listening.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="103" data-original-width="595" height="34" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisBO4sbx4KncHgXhkluAjCuyuLzy0Za8oLjtuYAs5YQxbfijdF36SyvSAzXwFN8Gh4_LUZ_DD9faRV-tPTIHoDe2zOpzs-9rcXoyQaFKwpfduGN_Rdj6bFjQLzhX-NxT8t9aNzQfLzy8IU28a60Crf81jjXdb0yJ5ibJLYN3O9V_vQe7UrZsfzjiC0otW3/w200-h34/Listening.png" width="200" /></a></div><br /><div style="text-align: center;"><br /></div><div style="text-align: justify;"><br /></div>
Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-76453229404040802202023-08-15T20:10:00.002-04:002023-08-15T20:10:25.226-04:00Humanities YL (2)<div style="text-align: justify;"><span style="font-size: medium;"><b>The five greatest scientific discoveries and inventions ever!</b></span></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">British Science Week is taking place, encouraging people of all ages to get involved in science, technology, engineering and maths events and activities. So with the spotlight firmly on science and technology this week, Paramount’s genomics recruitment consultant, Eugene McDaid has put together his top five scientific discoveries and inventions of all time:</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>5 – Artificial Intelligence</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">We often look at artificial intelligence from a human perspective, for example robots that begin thinking for themselves (and perhaps take over the world), but for me artificial intelligence is one of the greatest scientific breakthroughs of all time because it enables machines to learn and process more information than we ever could as humans. With all the big data being generated from genomics projects and electronic medical records from across the globe, artificially intelligent computers can learn to spot patterns in all that information, leading to faster discoveries and huge jumps forward in our understanding of diseases and how to treat them.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>4 – Medical imaging</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Medical imaging is an essential tool for clinical analysis, allowing doctors to see beyond what is hidden by skin and bone to accurately diagnose and treat diseases. From X-rays and radiography to MRI scans and ultrasound technology, these scientific innovations have all helped to ensure modern medicine is the least invasive it can be while ensuring the best outcomes for patients. Medical imaging really showcases how science and technology are complementary disciplines, as one advances the other.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>3 – Antibiotics</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Antibiotics revolutionised medicine in the twentieth century, and together with vaccinations, have almost completely eradicated many once-common diseases such as tuberculosis. While the use of mould to treat infections was first noted by ancient civilisations such as the Egyptians and the Greeks, it was Sir Alexander Fleming who discovered the first antibiotic substance, Penicillin G. For the millions of lives that antibiotics have, and continue to, save worldwide, antibiotics have to be in my scientific top five.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>2 – The Internet</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Possibly the greatest technological invention of our time. A truly remarkable feat of physics and engineering in its own right, the Internet has had a huge impact on science from connecting scientists across the globe and allowing them to share information and research more easily, to providing scientific resources and papers to more people than ever. The internet is even helping to fund new discoveries; for example the social media phenomena the ALS ice bucket challenge, which fully funded a number of research projects including one which identified a new gene associated with the neurological disorder.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>1 – DNA</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Over the last 60 years, our rapidly evolving understanding of DNA has catapulted medical knowledge and treatments and even transformed the way we solve crimes. Since James Watson and Francis Crick’s discovery of the double helix structure of DNA in 1953, the scientific community has split in many different directions to investigate the building blocks of life to understand what makes us who we are. Without the discovery of DNA, we wouldn’t have all the ground-breaking studies going on right now in genome mapping and sequencing, so for that reason, DNA has to be my number one scientific discovery of all time.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Source: https://www.pararecruit.com/article/the-five-greatest-scientific-discoveries-and-inventions-ever</div><div style="text-align: justify;"><br /></div>Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-43762874898323013702023-08-06T22:02:00.005-04:002023-08-06T22:05:21.048-04:00Business (2)<div style="text-align: justify;"><b><span style="font-size: large;">What is renewable energy?</span></b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Renewable energy is energy derived from natural sources that are replenished at a higher rate than they are consumed. Sunlight and wind, for example, are such sources that are constantly being replenished. Renewable energy sources are plentiful and all around us.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Fossil fuels - coal, oil and gas - on the other hand, are non-renewable resources that take hundreds of millions of years to form. Fossil fuels, when burned to produce energy, cause harmful greenhouse gas emissions, such as carbon dioxide.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Generating renewable energy creates far lower emissions than burning fossil fuels. Transitioning from fossil fuels, which currently account for the lion’s share of emissions, to renewable energy is key to addressing the climate crisis.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Renewables are now cheaper in most countries, and generate three times more jobs than fossil fuels.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Here are a few common sources of renewable energy:</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>SOLAR ENERGY</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Solar energy is the most abundant of all energy resources and can even be harnessed in cloudy weather. The rate at which solar energy is intercepted by the Earth is about 10,000 times greater than the rate at which humankind consumes energy.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Solar technologies can deliver heat, cooling, natural lighting, electricity, and fuels for a host of applications. Solar technologies convert sunlight into electrical energy either through photovoltaic panels or through mirrors that concentrate solar radiation.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Although not all countries are equally endowed with solar energy, a significant contribution to the energy mix from direct solar energy is possible for every country.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The cost of manufacturing solar panels has plummeted dramatically in the last decade, making them not only affordable but often the cheapest form of electricity. Solar panels have a lifespan of roughly 30 years, and come in variety of shades depending on the type of material used in manufacturing.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>WIND ENERGY</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Wind energy harnesses the kinetic energy of moving air by using large wind turbines located on land (onshore) or in sea- or freshwater (offshore). Wind energy has been used for millennia, but onshore and offshore wind energy technologies have evolved over the last few years to maximize the electricity produced - with taller turbines and larger rotor diameters.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Though average wind speeds vary considerably by location, the world’s technical potential for wind energy exceeds global electricity production, and ample potential exists in most regions of the world to enable significant wind energy deployment.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Many parts of the world have strong wind speeds, but the best locations for generating wind power are sometimes remote ones. Offshore wind power offers tremendous potential.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>GEOTHERMAL ENERGY</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Geothermal energy utilizes the accessible thermal energy from the Earth’s interior. Heat is extracted from geothermal reservoirs using wells or other means.
Reservoirs that are naturally sufficiently hot and permeable are called hydrothermal reservoirs, whereas reservoirs that are sufficiently hot but that are improved with hydraulic stimulation are called enhanced geothermal systems.
Once at the surface, fluids of various temperatures can be used to generate electricity. The technology for electricity generation from hydrothermal reservoirs is mature and reliable, and has been operating for more than 100 years.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>HYDROPOWER</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Hydropower harnesses the energy of water moving from higher to lower elevations. It can be generated from reservoirs and rivers. Reservoir hydropower plants rely on stored water in a reservoir, while run-of-river hydropower plants harness energy from the available flow of the river.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Hydropower reservoirs often have multiple uses - providing drinking water, water for irrigation, flood and drought control, navigation services, as well as energy supply.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Hydropower currently is the largest source of renewable energy in the electricity sector. It relies on generally stable rainfall patterns, and can be negatively impacted by climate-induced droughts or changes to ecosystems which impact rainfall patterns.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The infrastructure needed to create hydropower can also impact on ecosystems in adverse ways. For this reason, many consider small-scale hydro a more environmentally-friendly option, and especially suitable for communities in remote locations.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>OCEAN ENERGY</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Ocean energy derives from technologies that use the kinetic and thermal energy of seawater - waves or currents for instance - to produce electricity or heat.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Ocean energy systems are still at an early stage of development, with a number of prototype wave and tidal current devices being explored. The theoretical potential for ocean energy easily exceeds present human energy requirements.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>BIOENERGY</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Bioenergy is produced from a variety of organic materials, called biomass, such as wood, charcoal, dung and other manures for heat and power production, and agricultural crops for liquid biofuels. Most biomass is used in rural areas for cooking, lighting and space heating, generally by poorer populations in developing countries.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Modern biomass systems include dedicated crops or trees, residues from agriculture and forestry, and various organic waste streams.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Energy created by burning biomass creates greenhouse gas emissions, but at lower levels than burning fossil fuels like coal, oil or gas. However, bioenergy should only be used in limited applications, given potential negative environmental impacts related to large-scale increases in forest and bioenergy plantations, and resulting deforestation and land-use change.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Source: https://www.un.org/en/climatechange/what-is-renewable-energy</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4iAbbRs_A_J9hf8MXJc8T0l3YAA-8t_rYF4kQcIoFBkWLst0mwMqX0UNVAKrueEfdPxbvR5-LKucbXE5jkmXItdbw4UH8eY_LV457nuwjg3nga7TDIEjCSGnTchM7I0Axn1ElnMtcYEUy1378GHumMJCo6FE3yem9fmQfaxMew6U91xqOy5aNDhkjZwrq/s595/Listening.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="103" data-original-width="595" height="34" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4iAbbRs_A_J9hf8MXJc8T0l3YAA-8t_rYF4kQcIoFBkWLst0mwMqX0UNVAKrueEfdPxbvR5-LKucbXE5jkmXItdbw4UH8eY_LV457nuwjg3nga7TDIEjCSGnTchM7I0Axn1ElnMtcYEUy1378GHumMJCo6FE3yem9fmQfaxMew6U91xqOy5aNDhkjZwrq/w200-h34/Listening.png" width="200" /></a></div><br /><div style="text-align: center;"><br /></div>Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-15349351530049416102023-07-18T14:39:00.004-04:002023-07-20T17:00:13.308-04:00Campus activities (2)<div style="text-align: justify;"><b><span style="font-size: medium;">What do students expect from college?</span></b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">A College life is an exciting place. It is a place where students grow. They learn different things here. They become fully independent. When a student passes out from school, they have a lot of expectations from college life.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>1. Great Infrastructure</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">All students want to study in a college which can provide them with the best infrastructure and facilities. They want a large classroom, library, campus ground, and many other things .</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">But what do they want them to be?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">1.The ideal large classroom is a classroom that can hold a lot of students. So that a large number of students can come and study together. This will help students in learning from each other . They can also make new and more friends. A classroom plays an important role in building the mind and perspective of the student.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">2. Every student is going to college for a reason. The reason being that they want to study and fulfill all their dreams . What is a better place to study other than a library? A library should have all the academic books so that students, who cannot afford the book, can come to the library to study from those books .</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Other than Academic and syllabus books, the library is also expected to have a lot of magazines, novels, and comics . So that the students who have different interests can come to the library as their hobby too.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">3. After and between all the studying of the day, where the Student is expected to get relief? In College ground with his friends is the suitable answer . The ground is expected to be open and far away from the classrooms college expectations. It has to be big so that in one corner everyone can play, in the other they can sit and talk, in the other they get exercises, etc.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">These Infrastructural facilities also consist of many other things. And infrastructural priorities differ from person to person . For some, there expectations from college infrastructure and its facilities play a major role and to some, it doesn’t even matter .</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>2. More Internship And Practical Projects</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">We usually see that internship programs and practical projects fall into the pocket of senior students. But the question that arises here is why. Do only they need the practical information?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">A student when they move to College expects a lot of exposure from college. They want more experiences so that they can get habitual of career life after College.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">They want more Internships and practicals so that they can learn as much as possible.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>3. Wide Variety In Subject Courses</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">There is a saying that the more flexible your academic background is the better will be your opportunities for the career.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">This is all about the expectations of students from their College college expectations. There are many other things too, which can be included in this list. Such as-</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">It is true. Students want to learn and explore everything in their college life. Similarly, they want to explore every subject too. The college should not limit them to choose one subject or stream college expectations. They should provide freedom to students to choose any subjects they want to study.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">These will not only build a wide career opportunity for the students but it will also help students to know what they are interested in and what they want to do next.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>4. New And Lifetime Friends</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Many students who were introverted till the school expect to become ambivert in their College. Therefore they expect to make more friends . A college should hold a friendly environment. So that students can connect and get to know each other well.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">College friends are very important. They see your best side and also your worst side. They have seen you attaining top position in an exam and they have also seen you struggling for notes one day before the exam.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">If College friends tend to be the right ones, then they give you a lot of good and unforgettable memories and experiences.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>5. Not Much Pressure</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">One thing a student doesn’t want to live in is pressure. Students already go through a lot in their school, like, the board examination, the results, the admission in College and much more. So they don’t want to go to the college that forces them to do anything that they don’t want to do . This doesn’t imply that colleges should stop focusing on students’ careers and academic life.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">This says to not pressure students. College life is meant to be memorable. Those 3-5 years are meant to have a lot of memories, both good and bad college expectations. The students expect their College to provide them with a basic enjoyable environment, where they can study and enjoy thier college life together without any sword hanging over their head .</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">This is all about the students expectations from college. There are many other things too, which can be included in this list. Such as-</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Supportive teacher and faculty.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">A friendly environment.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Clean hostel and good food.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Security.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Programs that help them in developing their skills.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Good connection inside the campus or free Wi-Fi facility.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Platform to groom their skills.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Better placements.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Gymnasium and swimming pool.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Introducing and making them ready for the real world.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>6. Placement assistance</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Many students expect their college to provide them with placement assistance to help them find a job after graduation . This process is usually coordinated by a college or university’s career services department and may include job fairs, networking events, and resume workshops to help students prepare for the job search . Many colleges and universities have dedicated placement cells which work with various companies and organizations to provide internships and job opportunities for students .</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>7. Extracurricular activities</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Many students also expect to have access to extracurricular activities and clubs that align with their interests, and to have the opportunity to make friends and connections outside of their classes.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">These activities are often voluntary and can include sports teams, clubs, societies, volunteer work, and internships . Extracurricular activities are designed to provide students with opportunities to explore their interests, develop new skills, and make connections with like-minded individuals.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>FAQs about Expectations from college</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Q: What are students expectations from college?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">A: Students often have various expectations from college, including academic, social, and personal development. They anticipate receiving quality education, opportunities for career advancement, a supportive community, a vibrant social life, and an overall enriching experience.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Q: What are students expectations from college regarding academic resources ?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">A: To improve their learning experience, students expect to have access to experienced professors, a variety of course options, well-stocked libraries, research opportunities, academic support services (including tutoring and writing centres), and modern facilities.
Q: What kind of campus environment do students expect?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">A. A welcoming and inclusive campus community that values diversity, cultural sensitivity, and respect is something that many students yearn for. Additionally, they search for a secure campus, a strong sense of community, and clubs, extracurricular activities, and organisations that share their interests and pursuits.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Q: What career-related support do students expect from college?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">A: Students anticipate career support and guidance in the form of connections with possible companies, networking opportunities, help finding internships and jobs, and career counselling. They look for materials that will aid in their transition into their desired careers and assist them get ready for the workforce.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Q: What are students expectations from college regarding technology and resources?</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">A: Students expect access to up-to-date technology, including computer labs, high-speed internet, and online learning platforms. They also anticipate access to digital resources, online libraries, and virtual collaboration tools to support their academic endeavors.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Source: https://www.careerguide.com/career/college-life/what-do-students-expect-from-college#:~:text=A%3A%20Students%20often%20have%20various,and%20an%20overall%20enriching%20experience.</div><div style="text-align: justify;"><br /></div><div style="text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://youtu.be/KicP7IJ05xk" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="103" data-original-width="595" height="34" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEio_r7o5XpWSt-Fhj6s6diGgIwwAfTOIilx19NZdv1kpVmknC5lYAuxpKnGmc0dKkAmQHX5mnotObdUWyYW2yTwDHfX07Lfh33EFrcRR2lPb-qKiyVbToRz-dJWYNy1It-0Lp9O43dJRW2sQSmcyglLZk8QbxVxowfEQMF2mw9uJHH9fLp1zQELdIxxInMB/w200-h34/Listening.png" width="200" /></a></div><br /><div style="text-align: center;"><br /></div>Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-59015185412204120742023-07-18T14:16:00.003-04:002023-07-20T16:43:30.484-04:00Arts YL (2)<div style="text-align: justify;"><b><span style="font-size: medium;">THE IMPORTANCE OF ART EDUCATION IN THE CLASSROOM</span></b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">In October 2019, the British street artist known as Banksy opened an online store called Gross Domestic Product and issued a challenge: to make a purchase from the shop’s selection of items like a Banksy-branded aerosol paint can, a brick handbag, and a vest worn in concert by the rapper Stormzy. Customers who wished to be considered for the opportunity to make a single purchase first had to answer the question: “Why does art matter?”</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">That deceptively simple, four-word query confronts a topic that’s occupied some of the world’s greatest creators and philosophers since Plato. How we answer this question can have much bigger consequences than whether you get to buy a piece of artwork from Banksy’s online store. The issue of art’s value becomes far more pressing when policymakers and administrators decide how to allocate time and funding for art education in schools.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Art teachers must be ready to advocate for committing the necessary resources to prioritize the value of creativity in the classroom. You may have to explain the importance of art education in a school’s curriculum and present the research to back up those claims. We can become powerful advocates for the power of art and improved student outcomes by investigating the many benefits that come out of integrating more creativity into the school day and improving our classroom strategies.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>WHY IS ART EDUCATION IMPORTANT?</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Anyone who’s passionate about the arts recalls formative moments of experiencing a work of art pushing through a creative challenge. When we’re exposed to remarkable artworks or have opportunities to create, we find that art is crucial to individual growth and development and can even impact our health.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">A literature review from Frontiers in Psychology outlined several studies linking aesthetic experiences with broad improvements in subjects’ emotional states that promote physical and psychological well-being. Giving learners the time, space, and materials for creative expression can lower stress, improve memory, and make them feel more socially connected. Instructors can build their careers on bringing those experiences to students in a variety of settings, like galleries, museums, or events organized by nonprofit and community organizations.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Appreciation for art also makes a significant difference in people’s lives on a macro level. Entire societies may stand to gain from an investment in the arts. Drawing on data from the General Social Survey, researchers from the University of Illinois at Chicago’s Department of Public Administration linked participation as either an audience member or creator to higher levels of civic engagement and social tolerance. This work suggests that learning how to draw, paint, sing, or just appreciate the works made by others can help us become not just happier and healthier, but also better people.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>HOW DOES ART EDUCATION HELP STUDENTS?</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">When surveyed by the nonprofit organization Americans for the Arts, members of the U.S. public overwhelmingly agreed that the arts are one aspect of a well-rounded K-12 education. Yet, participation in the visual and performing arts is often treated as merely supplemental to other aspects of learning. As a result, there are major differences in access to art and music classes across the country.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">2019 findings from the National Assessment of Educational Progress showed that eighth graders in the Northeast were much more likely to report being enrolled in a visual arts course than those in the South. Disparities were also tied to race, ethnicity, family income, and whether a school is located in a city, suburb, town, or rural area.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Meanwhile, the Nation’s Report Card shows that U.S. students continue to score lower than many of their peers in Europe and Asia on standardized tests despite years of pressure on educators to close the achievement gap. But seeking to improve student performance in math and reading does not have to come at the expense of art education.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">In fact, researchers from the Johns Hopkins University School of Education, argue that instruction becomes more effective when educators integrate creative activities and make them central to academic development. Across disciplines, including STEM, there’s room to reimagine classes with a strong emphasis on drawing, painting, playing music, performing drama, and other creative pursuits. Encouraging students to use their imagination can help them actively engage with new concepts and discover connections between ideas as well as provide advantages for their social and emotional well-being.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">One example of effectively integrating creative expression with other fields as a pedagogical strategy can be seen in the collaboration between University of Florida faculty members Susan K. Jacobson, who studies wildlife ecology and conservation, and Robert C. Mueller, who teaches printmaking. The UF professors collaborated on an interdisciplinary project in climate change communication in which groups of graduate students from both the School of Natural Resources and the Environment and the College of the Arts visited the university’s Seahorse Key Marine Laboratory. The students participated in learning activities like scientific lectures, discussions, and making collages before working in small groups to create environmental communication materials for visitors.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">As this example shows, students benefit from learning to embrace insights from multiple disciplines, and this can be valuable when they go on to pursue jobs. A 2019 survey from the National Association of Colleges and Employers showed that employers are interested in hiring professionals with skills that can be strengthened through participation in the arts, such as written communication, problem-solving, teamwork, and taking initiative. Art teachers can help students become more well-rounded and capable individuals by teaching them to develop original ideas through creative projects and practices.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Source: https://arteducationmasters.arts.ufl.edu/articles/importance-of-art-education/</div><div style="text-align: justify;"><br /></div><div style="text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://youtu.be/0pD9hmOX1_s" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="103" data-original-width="595" height="34" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDnQtmkxbzoe1sivh-SajXQzOPAA_QZYm52LGZ1grtJ8eXzq86PkjwFId3POd8LKhzkG_ADSpXo4n2nA1Kn_0xsjg43neTDJcd0-lCeY25zyzPUmDjdu_Po_JQFOFnPGNO2IkCGl5GsJezP6iHPSTeUwpvvvGyJeJ5RHJtKsOoNEzCp2o9x9DiyohDoZU0/w200-h34/Listening.png" width="200" /></a></div><br /><div style="text-align: center;"><br /></div>Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-63286841400161672112023-07-11T14:59:00.006-04:002023-07-13T17:44:32.054-04:00Workplace YL (1)<div style="text-align: justify;"><b><span style="font-size: medium;">Jobs of the future: the 10 profiles with the best career prospects</span></b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">"6 out of 10 school children will work in jobs that don't exist yet". This assertion, made by talent coach Paz Gomez Ferrer, underscores the fact that the jobs of the future will be very different to those of today.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Of course, the advance of technology and the fourth industrial revolution are unstoppable and with them, the most in-demand jobs will transform and adapt to that new reality. In fact, the CEO of Telefonica Digital Education, Ana Casilda, says that globally, over 75 million jobs will be carried out by machines in a not too distant future. At the same time, fortunately, technology will create more than 133 million jobs connected to these new professions.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Technology is an ally that will allow humans to perform jobs more flexibly and efficiently, leaving the repetitive and mechanical tasks to machines. So, do you want to see which jobs are going to offer the best career prospects? In this article, we present the 10 jobs that will define the society of the future.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Blockchain expert</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">It won't be long before blockchain -a distributed database currently trending thanks to the world of cryptocurrencies- is rolled out across all sectors. It is expected that, thanks to its inviolability, public traceability, flexibility and efficiency in transactions, it will find multiple applications in future.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">In this sense, according to a PWC survey, 84% of the over 600 managers interviewed have already implemented blockchain-related initiatives at their companies. Likewise, Gartner Consulting has projected this technology to generate over 3 trillion dollars by the year 2030.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Artificial Intelligence (AI) Specialist</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">As IDC Research Spain points out, AI will attain a market share of 12 billion euros in 2022, with an annual increase of 40%. This new paradigm, in which AI is the main player in many sectors, means that experts in this field will be highly sought-after by organisations, according to data from itReseller.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Software Developer</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">In the last six months, the demand for developers has doubled, making it the 4th most sought-after profession according to InfoJobs. A figure that is only set to increase, because software developers are vital to ensuring the proper functioning of the many technological devices we use on a day-to-day basis.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Environmental Engineer</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Our planet's health and the way human activities impact it are some of the major concerns of this century. That's why another job of the future will be that of environmental engineer, a role that will be responsible for striking a balance between technology and sustainability to ensure the future of our planet is green.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Content Creator</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">A report by the National Observatory for Telecommunications and the Information Society (ONTSI in Spanish) indicates that the consumption of digital content increased by 31% in 2020.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Growth of platforms such as Twitch, Instagram or TikTok have made many companies look to content creators to advertise their brands, making this profile increasingly in-demand.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Online Teacher</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The Covid-19 pandemic has transformed education. In fact, 49% of the world's students have completed some form of online training in the last 12 months.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">This paradigm shift means one of the jobs of the future will be that of online teacher or trainer, because the e-learning market will reach a value of 325 billion dollars in 2025 according to a study by Research and Markets.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Cloud Engineer</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">As highlighted in the Hybrid Cloud Report 2021, 93.7% of companies considers the cloud to be essential to meet current business needs. Hence adoption of the cloud is increasing and people with cloud-related IT profiles will have plenty of job opportunities in the future.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Big Data Analyst</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Another major player in the fourth industrial revolution is big data. The role of Big Data analyst is steadily becoming one that companies recruit, as itTrends suggests. Experts who know how to handle and interpret the large quantities of data that are dealt with nowadays are and will be vital for companies.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Cyber Security Specialist</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">In a world where the digital transformation is in full swing, concerns for digital security are growing. Moreover, according to the 9th Allianz Global & Specialty Risk Barometer 2020, cyber incidents take the top spot when it comes to the most significant risks for a company. This means that, to keep data safe and tackle the new challenges, cyber security specialists are needed more than ever before.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Renewable Energy Expert</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Halting climate change and limiting the planet's temperature increase to under 1.5ºC is the goal of all of the world's institutions. To achieve this, it will be essential to stop using fossil fuels and replace these with renewables. This means that experts in renewable energies will find plenty of opportunities in the future job market.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Do you have the necessary skills to do the jobs of the future?</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The third edition of the Report on the Future of Work 2020 says that, within a few years, basic skills will have changed, meaning some 50% of workers will need to retrain. What it comes down to is that early and on-going training will be the only way to gain access to some of the most in-demand jobs of the future. In this sense, accepting change is the first step to achieving a better future career.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">So, to help people progress, overcome the challenges posed by the fourth industrial revolution and grow inclusively and sustainably, Banco Santander backs three key concepts to promote employability: continuous learning, retraining, and further training. To this end, it has developed the Santander Scholarships website, a unique, pioneering global programme.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">If you want to continue to grow both personally and professionally, head over to the Santander Scholarships website where you'll find hundreds of opportunities to train with internationally renowned institutions. Access training in technology, languages, research, investigation, soft skills, internships and female leadership, helping you to improve your employability or refocus your career.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Want to become a lifelong learner and continue training to increase your job opportunities? The Santander Scholarships website offers you lots of options to help you achieve your goals. Check out the website and remember: you can sign up for as many programmes as you like. Make the most of this opportunity!</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Source: https://www.becas-santander.com/en/blog/jobs-of-the-future.html</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://youtu.be/hNlwqGWnAr4" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="103" data-original-width="595" height="55" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLnQDpVy04VbrRQ-76sYd3pfK6-9fXDM2gDCmTNIipBBQUWqrN3WhCouvTpdSoJuF1cIwbRNDAAke3zXb2xGwDCqLW1QFa1Ty37J1hKpdnDQHemteT9ATNUzixYZ7O0zbhiOq2cgT9en5nNYbvp_GV4RU8Ugt-VTEgY0Z9IsmiKz5hCWinKxZPZ32oSqJq/s320/Listening.png" width="320" /></a></div><br /><div style="text-align: center;"><br /></div>Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-12894603139255292152023-07-04T10:17:00.005-04:002023-07-06T18:35:12.542-04:00Classes (2).<div style="text-align: justify;"><b>1. Education in the Past.</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">In 1880, the Elementary Education Act made education compulsory for five to ten-year- olds. This was after the National Education League had continued their campaign for basic schooling. In 1891, both board and Church schools were made ‘free’ to attend. Those children from a wealthier background were sent to Grammar schools and taught Latin. Girls of wealthier families were usually educated at home. Poorer children were instructed in ‘manual’ labour or what we call ‘apprenticeships.’</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">They were also taught basic educational skills. The comfort of students was not taken into consideration, where school desks were basic wooden furniture and so too were the school chairs. These desks are now, for some, collectors' items where the wooden desks show life in a nineteenth-century classroom. Their ink wells are often covered in stains and damaged tops represent 200-year-old graffiti.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>2. Education in the Present Day.</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Since the introduction of examinations in 1858, not much has changed. In a document, the Director of the Cambridge Assessment Network states, “In the examination system the pressure to perform created its own dynamic. Examiners’ reports began to express disappointment that students did not demonstrate that they actually understood what they had learned.” This said, the question remains: Do examinations only test those who have good ‘recall’ skills and not necessarily ‘intelligence’? Further argument remains that the education system still does not do enough to differentiate abilities. To quote Albert Einstein: “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">In spite of the continued argument whether ‘To test or not to test,’ some things have changed for the better. An example was the ‘Building Schools for the Future’ Project. In 2000, there was an injection of funds to help improve primary and secondary schools. By 2009, there was an estimated £2 billion of allocated funds for the project. The project included the introduction and installation of a new IT (Information Technology) platform, the Virtual Learning Environment. Not only were new technologies introduced but so too were new dynamic buildings including school furniture and classroom furniture, making teaching and learning more comfortable.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>3. Education in the Future.</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Education does not only include primary and secondary schools, it encompasses college, apprenticeships, universities, adult education, and those with special needs, to name but a few examples.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">However, there is a fear that the education system is going backwards; that the poor of society cannot risk taking out loans to fund ever more expensive studies and, therefore, that social mobility will be determined by where people grow up and not by ability.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">There has inevitably been talk regarding the role technology will play in the future of education. Some teachers want to push technology as far as it will go and are keen that it should have a greater influence in the classroom.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">There are already multiple kinds of mobile devices used in our contemporary schools. Meanwhile, traditionalists fight desperately to get children outside and ‘back to nature.’ In short, the future of education is an unsteady and unpredictable one, where the jobs of the future do not even exist today.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Source: https://www.ukeducationalfurniture.co.uk/news/information/the-past-present-and-future-of-education/</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://youtu.be/3c_zsLuhcU8" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="103" data-original-width="595" height="34" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhC4BFvgmiZgFAPQkfXWxptNUKe_DjTMJDGHGQrCO9mxgyzzl6DFRJ6icjNg3Mrdr--r-h5v6d3qFFp4ZSl2dKWy6AXH9XsAe8vPEbZ6mAyCG7eaonnwQAgZjoEGwiHDvl8V9LFyMt341K3T3Se6lrfzNHwSppwY0PVuc2vDaxDD3bHEzd8HbCruFeih4JS/w200-h34/Listening.png" width="200" /></a></div><br /><div style="text-align: center;"><br /></div>Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-33855293322660370812023-07-04T09:58:00.005-04:002023-07-04T09:58:50.459-04:00Transportation YL (1). <div style="text-align: justify;"><span style="font-size: medium;"><b>15 Tips for Traveling Alone for the First Time.</b></span></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">by ELIZABETH GORGA - Last updated on April 25, 2023</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Traveling alone for the first time can be intimidating. You may have endless questions racing through your mind, like where to go, how to get there, whether or not it’s safe and easy to get around, and if you’ll get lonely while traveling solo.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Traveling alone is just like any new experience—there can be fear of stepping out of your comfort zone and into the unknown. But as they say, when you step outside of your comfort zone, that is where the real growth and adventure happen.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The top tips for traveling alone for the first time will help get you ready for your big trip. Once you push your fear of the unknown aside, you can start taking active steps to prepare yourself for your first solo adventure.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">By planning ahead and learning from experienced travelers, you’ll build your confidence, settle your nerves, get inspired for your first solo trip, and feel fully prepared to spread your wings on your own. You’ve got this!</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">15 helpful tips for traveling alone for the first time</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">If solo travel is completely new to you, you may wonder how to travel alone for the first time without any hiccups. There are lots of things to consider when traveling internationally alone for the first time—from the destination to travel logistics to safety while exploring a foreign place.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Not every single destination is the same when it comes to solo travel, so it’s best to take extra precautions and set plenty of time aside to do your research so you can feel confident before you go. Here’s everything you need to know if you’re traveling abroad alone for the first time.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>1. Choose a solo-friendly destination</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">One of the top tips for traveling alone for the first time is to choose a solo-friendly destination that is going to be easy to explore on your own. Some countries are much easier to navigate as a solo traveler than others. Consider destinations with booming tourism industries.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Typically, this means the country is set up to host travelers. You’ll find it easy to navigate and get around by public transportation (so you can avoid getting lost). English is widely spoken in many of these places, so you can communicate to some extent even if you don’t speak the native language.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Popular tourism spots also mean there are tours, hostels, and lots of other travelers—all key when it comes to meeting new people.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>2. Consider the local language</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Do you speak any foreign languages? If you do, you might find it exciting to visit a destination where you can put those language skills into practice. On the other hand, if English is your only language, it’s a good idea to stick to a destination where English is widely spoken if you’re traveling alone for the first time.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">If you want to avoid a language barrier all together, consider popular English-speaking destinations like Australia, New Zealand, Scotland, Ireland, and England. But keep in mind that English is common in lots of countries even if it’s not the native language, and many big cities have English speakers. When in doubt, brush up on the local language with an app like Duolingo so you have the basics to help you get by.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>3. Plan ahead</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Once you know where you’re going, start planning your travels. It’s never too early!</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Start looking at flights and comparing flight prices so you can get a good deal on airfare. If you’re traveling internationally alone for the first time, know that planning involves more than getting from point A to point B.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">You’ll also need to prepare your travel documents, navigate airport security, and figure out how to get to your accommodation when you land. Ideally, you’ll want to plan to get to your destination before dark and have a good grasp on your transportation options in your destination.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Check out GoAbroad’s international travel checklist to help you feel fully prepared for traveling abroad alone for the first time.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>4. Make a backup plan</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The truth is, when you travel, things don’t always go to plan. It’s common for flights to get delayed or canceled and for public transportation to fall off schedule. Only the naive believe they can predict everything when it comes to travel plans.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Once you have your plan, write it down and keep it handy. Make sure you have all of your flight information and accommodation contacts, and then make a backup plan.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Is there public transportation if you can’t get a taxi? If your flight is delayed, do you have an extra pair of clean undies and a toothbrush? Remind yourself to stay calm: You’ve got this.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>5. Make sure you have an up-to-date passport</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">If you’re traveling internationally alone for the first time, or have never flown internationally before, you’ll need a passport. Passports can take up to six weeks to obtain, so it’s important to plan well in advance to make sure you have your travel documents in time to fly.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">If you already have a passport, check the expiry date. Most international destinations require you to have a passport that’s valid for at least six months after your trip ends. Make sure you meet all the requirements so you don’t run into delays when it comes time to hit the road.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>6. Get your visa</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">What are the visa requirements for your destination? Visa requirements vary from country to country and are also determined by your nationality.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Some countries don’t require a visa, some allow you to get one on arrival, and others require you to apply for a visa in advance and wait for an extended processing time. Do your research to ensure you have a valid visa for the duration of your travels, and apply in advance so that you don’t run into immigration troubles when you fly.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>7. Buy travel insurance</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">If you’re traveling internationally alone for the first time, it’s important to know your insurance in your home country doesn’t cover you abroad. If you get hurt, fall sick, have to be hospitalized, or experience loss or theft while abroad, you’ll want travel insurance already squared away.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Ideally, you won’t get injured or robbed while traveling solo, but it’s always a good idea to plan for the worst case scenario so you can put your mind at ease.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>8. Book your hostels in advance</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">If you’re traveling solo, hostels are usually your best accommodation option. They're cheap, in central locations, and offer the perfect environment to meet other travelers.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">While some hostels are possible to book on arrival, if you’re traveling alone for the first time, it’s ideal to book your accommodation in advance to alleviate some stress—at least for your first few nights. Read the reviews from other travelers so you know exactly what to expect.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">If you’re traveling for an extended period of time and want to leave some room for flexibility, consider booking a place with flexible cancellation policies so you have the option of changing your plans if you meet new friends and find travel buddies that take you to unexpected places.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>9. Pack strategically</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">One of the top tips for traveling alone for the first time is to pack strategically and pack light. Traveling solo means you won’t have someone to watch your bags for you throughout your journey. You’ll need to carry them with you and have them easily accessible through the airport, on buses, trains, and in taxis.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">It’s best to pack light and adopt a minimalist mindset. Pack basics that you can mix and match and ideally get a backpack that is lightweight and comfortable to carry. It’s such a small thing, but packing light will make you feel a lot more comfortable when traveling alone for the first time because you won’t need to worry about carrying extra weight.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>10. Get your fill of blogs and vlogs</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Before you set off on your first solo travel venture, indulge in some inspiration! Travel blogs and vlogs won’t only get you excited about your trip, but they’ll also give you practical advice on how to travel alone for the first time.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">You’ll find even more ideas of how and what to pack, how to get around in your destination, where to stay, and the best places to eat, drink, explore, party, and make friends. Take some notes from experts and seasoned travelers, and get excited for the adventure of a lifetime.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>11. Get a local SIM card</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Technology makes it easy to stay connected while traveling abroad alone for the first time. Most countries offer flexible SIM card options that you can buy on arrival before you even leave the airport, so you can have access to your phone while overseas.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">With a SIM card, you can access maps to easily navigate around a new city, order Ubers and taxis if needed, look up public transportation timetables, translate foreign words, and make plans to meet up with new friends you meet along your journey. On top of all of that, you can keep in touch with loved ones at home so that they know where you are and that you’re safe.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>12. Keep your money safe</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Before traveling alone for the first time, be mindful of your money. Create a budget for yourself, taking into consideration the currency conversion rate and international transaction fees on your bank cards.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Let your bank know before you travel and keep photocopies of your credit cards in case of theft. It’s always a good idea to carry cash in the local currency, too. You can do this before you leave, or at a local currency conversion shop when you arrive.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Last but not least, don’t carry all of your money with you when you’re out and about while traveling! Keep some in a safe or locker at your accommodation to avoid being a target for scammers.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>13. Connect with people</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">One of the best parts of solo travel is the friends you make. It may sound intimidating at first, and it’s natural to worry about being lonely when traveling alone for the first time. But solo travel actually puts you in the best position to make friends with other solo travelers.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Don’t be afraid to strike up conversations with people at hostels, on tours, or while sightseeing. Smile, ask a friendly question, and invite someone new to join you for dinner or a drink. You might find striking up a conversation could be the first step in finding a short-term travel buddy or a forever friendship.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>14. Blend in</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Traveling alone isn’t dangerous, but you can definitely be more vulnerable when traveling solo. To avoid unwanted attention, do your research before you go so you know how to blend in.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Learn the local customs, be able to speak a few words in the local language, and wear modest clothing that isn’t too flashy and doesn’t scream “tourist” from a mile away. The more you blend in, the more comfortable you’ll feel and the safer you’ll be while traveling alone for the first time.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>15. Listen to your gut</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Traveling solo is often the smartest thing you can do for your personal growth. If you’re following your inner knowing and saying “yes” to traveling alone for the first time, continue to remind yourself that your inner knowing is strong.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Listen to your intuition and let it guide you. If something doesn’t feel right, don’t do it—even if that means an awkward conversation or stating your boundaries to someone you don’t know. Your gut will keep you safe and guide you in having the best solo travel adventure for you.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Source: https://www.goabroad.com/articles/tips-for-traveling-alone-for-the-first-time</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiBWHYwZamkmSYBfqX1ehk6CC4HdkhhQLsAOBElnnzRwwLKZVfWQtlyUqykRO4UKC19jC9juQQSPAEQl9O35VNoZv97wvpVXoA1U5CxuOmpHUxS4w5PQtPnh8qXt4L4Pv8bxk9eXhGxD8DUOhaCMaPBpi_YNKJ87x3dayM9pXwbGLK4OxvpEOV-8FlR6pP/s595/Listening.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="103" data-original-width="595" height="34" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiBWHYwZamkmSYBfqX1ehk6CC4HdkhhQLsAOBElnnzRwwLKZVfWQtlyUqykRO4UKC19jC9juQQSPAEQl9O35VNoZv97wvpVXoA1U5CxuOmpHUxS4w5PQtPnh8qXt4L4Pv8bxk9eXhGxD8DUOhaCMaPBpi_YNKJ87x3dayM9pXwbGLK4OxvpEOV-8FlR6pP/w200-h34/Listening.png" width="200" /></a></div><br /><div style="text-align: center;"><br /></div><div style="text-align: justify;"><br /></div>Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-40070887974459368262023-06-26T21:18:00.005-04:002023-06-26T22:04:58.735-04:00Social Sciences (2)<div style="text-align: justify;"><b>Social Construction Of Reality.</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The social construction of reality is a theory that suggests that humans create their own understanding of reality, through their interactions and communications with others. This includes the way we see and interpret the world around us, as well as how we interact with others.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Social constructionism holds that the meaning of acts, behaviors, and events is not an objective quality of those phenomena but is assigned to them through social interactions. In this view, meaning is socially defined and organized and thus subject to social change.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The theory was first proposed by sociologists Peter Berger and Thomas Luckmann in their 1967 book The Social Construction of Reality. In it, they argued that society is created by humans and human interaction, which they call habitualization.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">According to the concept of habitualization, “any action that is repeated frequently becomes cast into a pattern, which can then be … performed again in the future in the same manner and with the same economical effort” (Berger & Luckmann, 1967).</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">The social construction of reality is a helpful way to understand how humans create meaning in their lives. It can help to explain why people see the world differently, and why they behave in certain ways.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">For example, social constructionism can influence whether or not something is seen as a crime, its severity, and the extent to which it is feared. How societies define and remedy crime is the outcome of numerous complex factors between different groups of actors.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">In terms of identity, social constructionism is used to illustrate the view that an individual's character is not totally given, but is built up by the individual in terms of different conceptions of gender, ethnicity, sexuality etc., which are influenced by personal preference and the reactions of others.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Source: https://simplysociology.com/social-construction-of-reality.html</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://youtu.be/LZNLNVmu78s" imageanchor="1" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="103" data-original-width="595" height="34" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgq7S-vwJIqS5j1QcTZ_jj8C6eM5a2QDebssz4uYErdGGqNze4JLVpufb-9u726KANITO5oeh4N3YC_X319H4z9Sost90-Y22cTGoVJbRsNNWZ-4NAyW1YGDQu0GleOu0-wE4Xjfz-X-mGJVIKJ700z45KIyiFl_no3NspujD4bfI2EllpimRNTFSKNgG3Y/w200-h34/Listening.png" width="200" /></a></div><br /><div style="text-align: center;"><br /></div>Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-27968843342742038792023-06-26T20:59:00.002-04:002023-06-29T14:02:20.755-04:00Recreation YL (1)<div style="text-align: justify;"><span style="font-size: medium;"><b>Remembering Why Perfect Grades Aren’t Everything</b></span></div><div style="text-align: justify;">by Melbourne Child Psychology & School Psychology Services, Port Melbourne</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">At the end of last year, thousands of year 12 graduates received their final grades.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">And while the emotional responses around the country likely ranged from devastation to euphoria…</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Whichever side of the spectrum a graduate might fall on, it’s still important to remember:</div><div style="text-align: justify;"><br /></div><b><div style="text-align: justify;"><b>Grades AREN’T everything!</b></div></b><div style="text-align: justify;"><br /></div><div style="text-align: justify;">For those who did well, it’s a great accomplishment that will serve as a head-start for their futures.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">And for those who didn’t, it’s an opportunity to look at what they can learn from this experience.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">But for both camps, accepting that marks are not the be all and end all of education is an important lesson going forward.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Because grades aren’t a reflection of intelligence or ability.</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">They are a reflection of hard work.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">2017 VCE student Daniel Hu received an ATAR of 99.85…</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Yet he insists this grade did not come easily.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">‘One important lesson I learned through these 13 years of schooling is that success doesn’t necessarily belong to those who are naturally talented, or those from wealthy family backgrounds. It belongs to those who work hard.’</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">‘I took it upon myself to study as hard as possible for the HSC… I worked assiduously, trying to maximise my potential in every subject. I am not an intelligent kid. In terms of intelligence, I’m probably below average. Yet, that never fazed me.’</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">While the exact definition of ‘hard work’ will vary for every student — some may excel in particular areas and struggle with others — the rewards from effort and diligence are universal.</div><div style="text-align: justify;"><br /></div><b><div style="text-align: justify;"><b>Grades aren’t the point of school.</b></div></b><div style="text-align: justify;"><br /></div><b><div style="text-align: justify;"><b>Learning</b> is!</div></b><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Research shows that prioritizing good grades over anything else limits our ability to learn.</div><div style="text-align: justify;"><br /></div><b><div style="text-align: justify;"><b>It discourages academic risk-taking, creativity and engagement…</b></div></b><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Crucial elements of a productive, rewarding and ultimately successful school experience.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">As a result, students can lose their desire to learn…</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">And instead, their motivation becomes solely to get through the next assignment or the next test.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">This attitude leads to ‘cramming’ and unhealthy study and life habits…</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Causing stress and anxiety, negatively impacting sleep, and reducing engagement and information retention with study materials.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">And that’s why…</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><span style="text-align: left;"><b>Prioritizing</b></span><b style="font-weight: bold;"> learning over grades is the key to success.</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">When students love to learn, they’re inherently motivated to study and engage with what they’re learning.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">They work hard, and understand the value of diligence, persistence and commitment to what they’re learning.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">And in the face of failures or disappointments, they’re resilient...</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">They take these setbacks as an opportunity for further learning and growth.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">While chasing good grades is a finite endeavor (it ends when the results come in)…</div><div style="text-align: justify;"><br /></div><b><div style="text-align: justify;"><b>A love of learning can — and usually does — last a lifetime.</b></div></b><div style="text-align: justify;"><br /></div><div style="text-align: justify;">And the benefits of a love of learning continue into adulthood, in university, work, social and home life.</div><div style="text-align: justify;"><br /></div><b><div style="text-align: justify;"><b>That’s why motivation — not innate ability — is the key to success.</b></div></b><div style="text-align: justify;"><br /></div><b><div style="text-align: justify;"><b>So help students thrive in school by showing them that grades aren’t everything.</b></div></b><div style="text-align: justify;"><br /></div><div style="text-align: justify;">That learning is a <b>privilege</b>, and one that we should value and enjoy.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">That being <b>challenged</b> is one of the best ways to learn.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">And that the benefits of <b>loving learning</b> will last far longer than any grade.</div><div style="text-align: justify;"><br /></div><b><div style="text-align: justify;"><b>Students can do this by</b>:</div></b><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Always promoting a love of learning, and outside of the school setting.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Encouraging to pursuing their interests and passions, rather than choosing subjects that they’re naturally good at.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Taking the pressure off, but holding high expectations to support their motivation and self-esteem.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">And by focusing on finding the value in the process, rather than the outcome.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Source: https://www.melbournechildpsychology.com.au/blog/remembering-why-perfect-grades-arent-everything/</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://youtu.be/QhWcJk7BA3I" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="103" data-original-width="595" height="34" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMgJqag5lEpAFiwGfvJpRDwnvNg2L6xCDEu4Iy6yrK2_2vFvIs04gAh6cMCTuIEbhJN97ffjexjW0Fkb3xFKisV4fxzXFsW8v_k1fgkGBcsws_JiCnJeBfbztjHn_zoq9ycYdbMP35K4j0XKGlsI9vYSa-VNWqXJz3pddvGoQmzSY0pD9Vlo7M1utVrNnn/w200-h34/Listening.png" width="200" /></a></div><br /><div style="text-align: center;"><br /></div>Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-8536136002348919692023-06-19T19:51:00.005-04:002023-06-21T19:54:30.600-04:00Purchase 1 (YL).<div style="text-align: justify;"><b>Life Worth Living.</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Mysterious is what life seems to be and time seems too short for us to enjoy it. Most of us are often told to live life to the fullest but we were never told how to do so. As we grow, we continue to search on how we will make our life worth living. We tend to be adventurous to try to know the world and what we can do to say that our life is worth living.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">People have different perspectives on how is life worth living. For me, there are many things that make my life worth living. Life offers many challenges but through the love that I receive from my family and friends I become strong enough to face them. Love that I can receive as I live is what makes my life worth living. The opportunity to receive and share it to others really makes my life worth living. Happy moments that I spend with my loved ones also make my life worth living. They help me create good memories as I continuously live. Another one is the chance to improve myself as an individual and to have a purpose on other’s life. As I explore my potentialities, it’s worth living to have an impact on other’s life. It’s like knowing that if I leave this world, I’ll be remembered by those people who I have left an impact. And life is worth living because it lets us experience failures and attain success. Failures strengthen us to face the struggles and obstacles that we will encounter while success makes room for more improvement to be an individual worthy to be called as successful.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Life that I have now is worth living. I was given the chance to experience many things. I was also given the time to be with people who complete me as an individual. Enjoying life to the fullest along with my loved ones makes my life worth living. To be able to live with people who I have a purpose and to experience being loved by them make my life worth living. Life full of mysteries is worth living although time is too short too to enjoy it, as long as our family and friends are there to add colors to our life.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Source: https://www.studymode.com/sign-up</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://youtu.be/LHDHYkSiaC4" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="103" data-original-width="595" height="34" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEbVKxms-mV1so_sy-uye0or5ux9Cb27EK3qORqhVdWtjIev7dbwFdsl4vGRFSGLHXgBoKCMJOpL6t8BcV6UQ0K6FGZitg-CflFa7fWe3XvS-BCIbkFEr5X65Elq5mx4EJKLHXHFehfUylwmYkU13jUPBZW0qYbckvSyvWM9xlJhHmhZ0grF_9ZQodv_nt/w200-h34/Listening.png" width="200" /></a></div><br /><div style="text-align: center;"><br /></div><div style="text-align: justify;"><br /></div>Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-85923036033915579412023-06-19T19:41:00.002-04:002023-06-21T20:06:48.706-04:00Physical sciences (2).<div style="text-align: justify;"><span style="font-size: medium;"><b>Life Is Better Today than in the Past</b></span></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Introduction</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Although most individuals may argue that the world is at the verge of destruction, because of the increased civil wars, environmental problems such as global warming, and the ever-increasing gap between the rich and the poor, the quality of life in the contemporary society is far much better than it was fifty years ago.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">It is very hard to imagine how life was fifty years ago when most products of technology were not present. As compared to historical communities, present societies are more developed, democratic, diverse, and all-inclusive. In addition, people’s health has improved; individuals can interact freely; the transportation system is better, and communication is easy and fast.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Therefore, although every innovation and development cannot lack some form of negative effects, the world is a better place than it was fifty years ago; hence, the need for every individual to appreciate and always struggle to make the world a better place for both present and future generations.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>How Life in Modern Times Different from That of the Past</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">One primary fact that every individual should attest to is that, as compared to fifty ago, nowadays the quality of healthcare is better and more responsive to the ever-changing health condition of the world.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Unlike in the past when diseases such as small pox, measles, pneumonia, and even HIV and AIDS were a threat to the human existence, presently, majority f these diseases can be cured, and for those that cannot be cured there are numerous control measures or vaccines to control their spreading.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">This like scenario has been made possible by the increasing research endeavours in the medicine world aimed at making the world a healthy place. As a result of the improved health condition, nowadays individuals can afford to live long and productive life spans with little fears of the likelihoods of a disease arising that will lack a cure.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Although some individuals may argue that some diseases are incurable; hence, to some extent the world is stagnant somewhere in terms of health, it will be so illogical to compare the health status of the world fifty years with the present situation, where even life supporting machines exist.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">In addition to an improved quality of health, because of the numerous products of technology such as the computer, numerous aspects of life have improved greatly.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">With the internet nowadays individuals can send or receive information from any part of the world within short time spans. Moreover, with numerous products of technology such as the television, presently individuals are always updated with any occurrences and information from any part of the world.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">This cannot be compared to fifty years ago when the few radio and cable television sets that were available could only transmit their news within short distances. On the other hand, in the present world there exist numerous modern conveniences that have made life easy.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">For example, with the presence of microwaves, fridges, gas burners, washing machines, printers, fax machines, video decoders, and many other office and home electronic gadgets, individuals can perform all the office and home chores easily, faster, and more efficiently.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Another aspect of life that is far much better than it was some fifty years ago is the quality of education. With the internet and other forms of “sophisticated” modes of learning for example, distance education, e-learning, and virtual classrooms, nowadays individuals are able to learn from any geographical positions.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Society Then and Now</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">In addition, nowadays societies appreciate the importance of education to the wellbeing of the society, because of the numerous research endeavours aimed at improving the quality of life that are included in most present scientific studies.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">As compared to some fifty years ago, the literacy level in most present societies is very high, as most present governments offer free basic education to its citizenry. As a result of this, the level of self-conscious and self-esteem is better in present societies, because more individuals are able to provide for their families using the practical concepts learnt in both formal and informal educational settings.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">On the other hand, life in present societies is better, because of the increased respect of every individual’s fundamental civil rights. Most present day governments are democratic and respect the right of its citizenry, something that was rare in most past societies, because of the nature of power that was enjoyed by the ruling class.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Closely related with increased respect of civil rights, is the ever reducing racism and segregation on racial, social class or background basis. Nowadays societies have learnt to appreciate and live in harmony with one another; hence, the nature of peace that is enjoyed by the world and the freedom of movement from a society or country to another.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><b>Conclusion</b></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">In conclusion, considering the present condition of the world economically, technologically, socially, and politically, the world of today is a better place to live in as compared to fifty years ago.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">This is because modern conveniences and technological innovations have revolutionized how human do everything is done, without which life could be very hard to live. Although people were comfortable with their lifestyles fifty years ago, possibly it is because they had no knowhow any of the modern developments could have made their work better.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Source: https://ivypanda.com/essays/life-today-is-better-than-fifty-years-ago/</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://youtu.be/fyRUboHrHpQ" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="103" data-original-width="595" height="34" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7wNZOZerlY0nag9vHd-_j3Crp4TabiVV-ivwyVTSpaq6iBNJlwW7VKkwVPB5cw9_DqkYHuzu_UqUiCFXV8gaxt71R7U8kO38t39lfZEOMxpSsE-dmMWqUiFkffUJY1L5PaRDXlUNqsFnHeRvEIJhqotF82MX8kwHz7zoDhxqFtxCKfrbfR6DMlj_AJvwv/w200-h34/Listening.png" width="200" /></a></div><br /><div style="text-align: center;"><br /></div>Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.comtag:blogger.com,1999:blog-489515223554983524.post-22991286681439429592023-06-12T14:30:00.004-04:002023-06-12T14:44:11.286-04:00Humanities (2).<div style="text-align: justify;"><p class="p1" style="background-color: white; border: 0px; color: #373737; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0px 0px 1.625em; outline: 0px; padding: 0px; text-align: start; vertical-align: baseline;"><span style="border: 0px; font-family: inherit; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; text-decoration-line: underline; vertical-align: baseline;"><span class="s1" style="border: 0px; font-family: inherit; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;"><b>The Crisis of Democracy</b></span></span></p><p class="p1" style="background-color: white; border: 0px; color: #373737; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0px 0px 1.625em; outline: 0px; padding: 0px; text-align: start; vertical-align: baseline;"></p><p class="p1" style="background-color: white; border: 0px; color: #373737; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0px 0px 1.625em; outline: 0px; padding: 0px; text-align: start; vertical-align: baseline;"><strong style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">Christopher Achen, “Managing Democratic Crises: Some Empirical Foundations”</strong></p><p class="p1" style="background-color: white; border: 0px; color: #373737; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 15px; margin: 0px 0px 1.625em; outline: 0px; padding: 0px; text-align: justify; vertical-align: baseline;"><span class="s2" style="border: 0px; font-family: inherit; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline;">The current struggles of democracies in Europe, North America, and East Asia have persuaded many that we have entered an era of unprecedented crisis, with electoral forces at work quite different from those of the past. In fact, however, democracies have always fallen ill from time to time for reasons very similar to those we see currently. The normal operating mode of democratic governments provides opportunities for occasional demagogues to lay them low. Thus there is no more reason to be shocked at recent events than there is to discover that influenza visits New Haven most winters. But there is reason to think about better flu vaccines. How might that be done? Empirical scholars generally find that elections work quite differently from what most political theorists believe. The result, in my view, is that many democratic visions have too little connection to the realities of how voters think and what they need. Worse, those abstractions too often lead away from what would truly help the poor and the powerless. I will lay out what I believe is a credible foundation for thinking about democratic elections and the policy process, one on which theorists might build to create deep democratic reform.</span></p></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Source: https://campuspress.yale.edu/</div><div style="text-align: justify;"><br /></div><div style="text-align: center;"><br /></div><div style="text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://youtu.be/AzlbosBLUE0" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="103" data-original-width="595" height="34" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6OjcjgHSNQUdPyRSB6MlEzlSUXO_AYCCPjLVaqikr0WWLNruaUuwca4u9ouKX8nVjV_mXZxTlg2hg4dWW5JdUKsOrLzzR59VZv2SI7PkOHkDNl6_M4W4v5o011AjU-xT8L4K99zMD1X1_6NXGqNXmpwCSWTgqA2DcdUgIDDbXtflBTJEl5dvJNZ5VLg/w200-h34/Listening.png" width="200" /></a></div><br /><div style="text-align: center;"><br /></div>
Academia de Inglés Anglo-Saxon.http://www.blogger.com/profile/17444498021535199430noreply@blogger.com